A total of 40% of children with ASD have clinical symptoms of anxiety. However, there is little research on how teachers respond to this type of behaviour in the classroom. This study aimed to compare teachers' responses towards the anxiety of students with ASD and to explore the relationship between these responses and their ASD awareness and…

In this study, we used Gross's (2015) emotional regulation model to examine teachers' emotional regulation strategies and the relationship between this emotional regulation and the participation of students with ASD. The sample was selected using a non-probabilistic technique (convenience) with a total of 131 Cuban teachers from primary schools…

Teachers are more likely to include children with developmental needs (DN) in their classroom when they perceive that important people around them, such as principals, colleagues, and parents of children with and without DN, endorse inclusive education. Adequacy of resources and availability of training opportunities may also affect how teachers…

Successful implementation of inclusive practices depends mainly on teachers' attitudes towards children with special needs and their inclusion, and teachers' willingness to work with children with special needs in their classrooms. Experiences teacher candidates have during pre-service stage might influence their perceptions towards children with…

In 2010, the Centers for Disease Control (CDC) reported a 1600% increase in the number of individuals between the ages of 6 and 22 years with autism spectrum disorder (ASD). Knowledge about educational interventions for children with ASD is substantial; however, less is known about the design of supportive classroom environments where they learn.…

This paper presents a study carried out in a nursery and primary school in order to ascertain the level of self-assessment undertaken by teachers with respect to their educational processes using the "ACADI" instrument, "School-based self-assessment of diversity awareness from an inclusive approach." The objective was to…

The social engagement, social attention skills and social competence of 10 hearing preschoolers and 10 preschoolers with hearing loss were investigated during free play in inclusive oral kindergarten settings using a three-level hierarchical model. When comparing the types of opportunities, at the first level, the children with hearing loss…

Using an ecological systems conceptual framework proposed by Bronfenbrenner, research on the inclusion of preschool children with disabilities in programs with typically developing children was reviewed. Drawing mainly from studies conducted in the United States, research on child characteristics (biosystem), classroom practices (microsystem),…