Abstract
This study is aimed at assessing special education teachers' attitudes toward teaching pupils with autism spectrum disorders (ASDs) and at determining the role of variables associated with a positive attitude towards the children and their education. Sixty-nine special education teachers were interviewed. The interview included two multiple-choice Likert-type questionnaires, one about teachers' attitude, and another about teachers' perceived needs in relation to the specific education of the pupil with ASD. The study shows a positive view of teachers' expectations regarding the education of pupils with ASD. A direct logistic regression analysis was performed testing for experience with the child, school relationship with an ASD network and type of school (mainstream or special) as potential predictors. Although all three variables are useful in predicting special education teachers' attitudes, the most relevant was the relationship with an ASD network. Need for information and social support are the relatively highest needs expressed by teachers.
Highlights
Positive teacher attitudes are an important predictor of the successful education of children with disabilities, including those with autism spectrum disorders (ASDs) [1, 2]
The severity and pervasiveness ASD often leads to the teaching and inclusion of this group of pupils to be seen as especially complex [3]
The study shows a predominantly positive view of teachers’ expectations regarding the education of pupils with ASD, their own ability to influence their development, and their relationships with the families. This result is in line with previous studies that show that teachers involved in the education and inclusion of children with ASD are usually favourably engaged [4, 5, 17]
Summary
Positive teacher attitudes are an important predictor of the successful education of children with disabilities, including those with autism spectrum disorders (ASDs) [1, 2]. Research into teachers’ attitudes towards inclusion and students with disabilities has shown that they are very much influenced by variables such as experience, training, and perception of available resources and support [8,9,10,11,12,13]. Greater experience in inclusive educational contexts favours a more positive attitude toward the education of students with special needs in mainstream classrooms [10, 11]. Giangreco [9], for example, found that in a class where students with severe disabilities were included, teacher attitudes changed over time from initial resistance to a more favourable perception
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