College Disability Service Office Staff Members' Autism Attitudes and Knowledge

Autor/in	Kim, So Yoon
Titel	College Disability Service Office Staff Members' Autism Attitudes and Knowledge
Quelle	In: Remedial and Special Education, 43 (2022) 1, S.15-26 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, So Yoon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932521999460
Schlagwörter	Autism; Pervasive Developmental Disorders; Professional Personnel; Attitudes; Undergraduate Students; Students with Disabilities; Knowledge Level; Student Needs; Predictor Variables; Interpersonal Relationship; Educational Attainment; Individual Characteristics; Institutional Characteristics; Costs; Training + Suchen Sie Ihr Suchwort? Autismus; Personalbestand; Attitude; Einstellung; Verhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Wissensbasis; Prädiktor; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Bildungsabschluss; Bildungsgut; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Cost; Kosten; Ausbildung
Abstract	Disability support office (DSO) staff are responsible for providing appropriate support for an increasing population of undergraduate students with autism. A total of 153 DSO staff members in higher education institutions in the United States completed an online survey on their autism attitudes and knowledge, previous contact with autistic people, and demographic characteristics. Multiple regressions were conducted to investigate which variables uniquely predict their attitudes and knowledge. Quality of contact and education level predicted openness toward autism. Quality and quantity of contact, knowledge, and public versus private status of institutions predicted social distance toward autistic individuals. Finally, quality of contact, school size, and average annual cost predicted their knowledge. The underlying mechanisms between institutional variables and autism attitudes and knowledge need to be explored. Understanding what kinds of institutional supports and context-appropriate training should be provided to promote collaborative relationships between DSO staff and autistic students is a promising avenue for future studies. (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