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Attitudes of Australian primary school teachers towards the inclusion of students with autism spectrum disorders
Journal of Research in Special Educational Needs Pub Date : 2018-06-12 , DOI: 10.1111/1471-3802.12424
Traci-Ann Garrad 1 , Christopher Rayner 2 , Scott Pedersen 2
Affiliation  

Diagnoses of autism spectrum disorder (ASD) have risen dramatically in the last 10 years, with recent estimates at one in every 100 children within Australia. This has resulted in considerable increases in the number of students with ASD entering mainstream education. Teachers’ attitudes towards inclusion have been recognised as a key indicator for students’ successful inclusion. The main factors posited for determining teachers’ attitudes towards the inclusion of students with disabilities, consists of the amount of specialist training received and the length of specific ASD teaching experience. Utilising the Autism Attitude Scale for Teachers for the first time in Australia, we examined 107 primary school teachers’ attitudes towards the inclusion of students with ASD within their classrooms. The resulting scores were then analysed to examine the correlations, if any existed, between the amount of specialised training and years of ASD‐specific teaching on teachers’ attitude scores. While teachers’ attitudes were found to be highly positive, contrary to previous studies, low correlation coefficients were reported between their attitudes and ASD‐specific teaching experience, and their attitudes and the number of ASD‐specific professional development courses they attended. Findings of this study are discussed in the context of the sample population and explore the notion of a sociological and philosophical shift, attributed to the positive promotion efforts of the inclusive education movement, as one possible reason for the divergence in the findings from past research in the field.

中文翻译:

澳大利亚小学教师对包容自闭症谱系障碍学生的态度

自闭症谱系障碍 (ASD) 的诊断在过去 10 年中急剧上升,最近估计澳大利亚每 100 个儿童中就有一个。这导致进入主流教育的 ASD 学生人数大幅增加。教师对包容的态度已被公认为学生成功包容的关键指标。确定教师对包容残疾学生的态度的主要因素包括接受的专业培训数量和特定 ASD 教学经验的长度。我们在澳大利亚首次使用教师自闭症态度量表,调查了 107 名小学教师对将 ASD 学生纳入课堂的态度。然后对所得分数进行分析,以检查专业培训数量与 ASD 特定教学年限之间的相关性(如果存在),这与教师态度分数有关。虽然发现教师的态度非常积极,但与之前的研究相反,他们的态度与 ASD 特定教学经验、他们的态度和他们参加的 ASD 特定专业发展课程的数量之间的相关系数较低。本研究的结果在样本人群的背景下进行了讨论,并探讨了社会学和哲学转变的概念,这归因于包容性教育运动的积极促进努力,这是导致过去研究结果出现分歧的一个可能原因场。专业培训数量与 ASD 特定教学年限对教师态度得分的影响。虽然发现教师的态度非常积极,但与之前的研究相反,他们的态度与 ASD 特定教学经验、他们的态度和他们参加的 ASD 特定专业发展课程的数量之间的相关系数较低。本研究的结果在样本人群的背景下进行了讨论,并探讨了社会学和哲学转变的概念,这归因于包容性教育运动的积极促进努力,这是导致过去研究结果出现分歧的一个可能原因场。专业培训数量与 ASD 特定教学年限对教师态度得分的影响。虽然发现教师的态度非常积极,但与之前的研究相反,他们的态度与 ASD 特定教学经验、他们的态度和他们参加的 ASD 特定专业发展课程的数量之间的相关系数较低。本研究的结果在样本人群的背景下进行了讨论,并探讨了社会学和哲学转变的概念,这归因于全纳教育运动的积极促进努力,这是导致过去研究结果出现分歧的一个可能原因场。与之前的研究相反,他们的态度与 ASD 特定的教学经验,以及他们的态度和他们参加的 ASD 特定专业发展课程的数量之间的相关系数较低。本研究的结果在样本人群的背景下进行了讨论,并探讨了社会学和哲学转变的概念,这归因于包容性教育运动的积极促进努力,这是导致过去研究结果出现分歧的一个可能原因场。与之前的研究相反,他们的态度与 ASD 特定的教学经验,以及他们的态度和他们参加的 ASD 特定专业发展课程的数量之间的相关系数较低。本研究的结果在样本人群的背景下进行了讨论,并探讨了社会学和哲学转变的概念,这归因于包容性教育运动的积极促进努力,这是导致过去研究结果出现分歧的一个可能原因场。
更新日期:2018-06-12
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