Opportunities to Learn for Children with Autism Spectrum Disorders: Effects of the Perceived Efficacy of Teacher Practices and Drivers of Inclusion

Autor/inn/en	Latorre-Cosculluela, Cecilia; Liesa-Orús, Marta; Rivera-Torres, Pilar
Titel	Opportunities to Learn for Children with Autism Spectrum Disorders: Effects of the Perceived Efficacy of Teacher Practices and Drivers of Inclusion
Quelle	In: Focus on Autism and Other Developmental Disabilities, 37 (2022) 2, S.108-119 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Latorre-Cosculluela, Cecilia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/10883576211073692
Schlagwörter	Autism; Pervasive Developmental Disorders; Teacher Effectiveness; Self Efficacy; Inclusion; Teacher Attitudes; Students with Disabilities; Correlation; Elementary Education; Preschool Education; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Autismus; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Self-efficacy; Selbstwirksamkeit; Inklusion; Lehrerverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Korrelation; Elementarunterricht; Pre-school education; Vorschulerziehung; Ausland; Spanien
Abstract	One of the factors linked to the successful inclusion of children with autism spectrum disorder (ASD) is the idea that the attitudes of teaching professionals are related to the perceived efficacy of educational practices. The aim of this study was to explore the relationships between the perceived efficacy of a set of practices specifically aimed at children with ASD and the perceived drivers and attitudes toward their full inclusion. We estimated a structural equation model that included socioprofessional variables of the 454 teachers taking part in the study. The results show that greater efficacy of the practices implemented with children with ASD results in more positive attitudes toward the education of these children in inclusive settings. Similarly, drivers of inclusion also improve teachers' attitudes toward these children. The findings suggest the need to improve teacher training and provide teachers with the resources necessary to adapt their practices to all children. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01