Special Education Teachers' Attitudes towards Inclusion of Students with Autism in Jordan

Autor/inn/en	Abu-Hamour, Bashir; Muhaidat, Mohammad
Titel	Special Education Teachers' Attitudes towards Inclusion of Students with Autism in Jordan
Quelle	In: Journal of the International Association of Special Education, 14 (2013) 1, S.34-40 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-6913
Schlagwörter	Special Education Teachers; Teacher Attitudes; Attitudes toward Disabilities; Autism; Foreign Countries; Inclusion; Regular and Special Education Relationship; Age Differences; Gender Differences; Educational Attainment; Teaching Experience; Institutional Characteristics; Training; Teacher Competencies; Correlation; Public Schools; Skill Development; Academic Ability; Interpersonal Communication; Language Skills; Attention; Child Behavior; Pervasive Developmental Disorders; Imitation; Play; Daily Living Skills; Teacher Surveys; Jordan + Suchen Sie Ihr Suchwort? Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Autismus; Ausland; Inklusion; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; Ausbildung; Lehrkunst; Korrelation; Public school; Öffentliche Schule; Kompetenzentwicklung; Qualifikationsentwicklung; Interpersonale Kommunikation; Language skill; Sprachkompetenz; Aufmerksamkeit; Spiel; Alltagsfertigkeit
Abstract	This study investigated the attitudes of special education teachers in the city of Amman, Jordan, toward the inclusion of students with autism in public schools and what the teachers believed to be the most important prerequisite skills for successful inclusion. Ninety two special education teachers were selected to complete the survey. The researchers explored whether variable demographic characteristics such as age, gender, education levels, years of teaching experience, center type, and specialized training on autism correlated with the attitudes of teachers towards inclusion of students with autism in public schools. The analyses revealed that the variables that correlated with teachers' attitudes towards inclusion were age, education levels, years of teaching experience, and center type. The themes behind the teachers' attitudes for inclusion are discussed as well. The teachers believed that the following prerequisite skills, in that order, are needed for successful inclusion: independent skills, imitation skills, behavioral skills, playing skills, social skills, routine skills, attention skills, language skills, and pre-academic and academic skills. (As Provided).
Anmerkungen	International Association of Special Education. c/o College of Education, Northern Arizona University, P.O. Box 5774, Flagstaff, AZ 86011-5774. Tel: 928-523-8979; Fax: 928-523-1929; Web site: http://iase.coe.nau.edu/index3.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10