Linguistic adaptation and Romanian validation of the ”teachers’ self-efficacy for Autism Spectrum Disorder Inclusion” Scale (TSE-ASDI)

Cristina S Sălăgean,Claudia Crișan,Cristian N Stan

doi:10.51865/jesp.2021.1.11

Cristina S Sălăgean, Claudia Crișan + Show 1 more

Open Access

https://doi.org/10.51865/jesp.2021.1.11

Copy DOI

Abstract

Nowadays, more and more children with Autism Spectrum Disorder (ASD) attend mainstream kindergartens or schools. This study was intended to achieve a linguistic adaptation and validation of the ”Teachers’ Self-Efficacy for Autism Spectrum Disorder Inclusion” (TSE-ASDI) scale into Romanian. The linguistic translation and validation was carried out in stages, following a conceptual equivalence approach, including forward and backward translations, review and adaptation of the scale by experts and linguistic validation in pre-service and in-service teachers in which the psychometric properties were tested. The results showed that the Romanian version of the TSE-ASDI scale is reliable and valid and further testing of the instrument would be necessary in order to confirm its utility in Romania for both practice and research.

Highlights

The number of children diagnosed with Autism Spectrum Disorder (ASD) appears to be growing exponentially
In Romania, over 1000 children are diagnosed with autism spectrum disorder annually
Despite the increase in the number of children diagnosed with ASD and the awareness of autism in the public area, there are relatively few studies aimed to analyse the inclusion of children with ASD in mainstream schools

Summary

Introduction

The number of children diagnosed with Autism Spectrum Disorder (ASD) appears to be growing exponentially. In Romania, over 1000 children are diagnosed with autism spectrum disorder annually (according to data provided by the National Institute of Mental Health). Students with ASD are one of the most challenging groups of students in terms of teaching These children have difficulties in terms of social interaction, understanding and compliance with social rules, communication, and difficulties in understanding the curriculum. They may be distracted by aspects that are insignificant to those around them or by personal interests, have difficulty understanding the emotions and intentions of classmates, and initiating and integrating into their play (Love, 2016)

Objectives

Methods

Results