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ERIC Number: ED569064
Record Type: Non-Journal
Publication Date: 2014
Pages: 116
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-8617-1
ISSN: N/A
Relationship among Factors Affecting Teacher Attitudes toward Students with Autism
Angiulo, Stefani M.
ProQuest LLC, Psy.D. Dissertation, Hofstra University
An increasing number of students with Autism Spectrum Disorder (ASD) are being educated in general education settings. Teacher attitudes can play an important role in the successful inclusion of students with ASD. The present study investigated general educator attitudes toward students with ASD. One hundred and fifty-four general education teachers participated in an online survey. Pearson correlations indicated significant positive relationships between training and teacher attitudes, available supports and attitudes, and self-efficacy and attitudes. When controlling for the effect of self-efficacy on attitudes, the impact of training became insignificant. No relationship was indicated between district socio-economic status and available supports. Between-group differences in ASD training for new teachers versus those in the field for over 10 years were explored; no significant difference was indicated. Analysis of between-group differences in training for general curriculum and special area teachers indicated no significant differences. Post hoc analyses indicated no significant differences in attitudes, self-efficacy, pre-service training, experience, or available supports between newer and veteran teachers. Age was not significantly correlated with attitudes or with the amount of ASD training. There were no significant differences between younger and older age groups in attitudes, self-efficacy, experience, or available supports; however, there was a significant difference in the amount of ASD training between younger and older respondents. Implications for schools and the education field are explored. Strengths, limitations and directions for future research are presented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A