ABSTRACT
OBJECTIVES: To investigate the views and attitudes of Greek teachers on educational and vocational integration of students with autism spectrum disorders (ASD). METHODS: A statistically reliable sample of questionnaires distributed towards a diversified teacher population is evaluated. The mean values of teachers' responses are analyzed with respect to critical independent variables: previous relevant training; and/or experience. RESULTS: The majority of the sample had a positive view towards the educational and vocational integration of students with ASD. Nevertheless, teachers appear to be sceptical in assuming that these students can be efficiently treated in their classroom. The vast majority of teachers maintain that students with ASD can be trained in technical vocation. However, the absence of support services is highly ranked as the most serious constraint for vocational integration. CONCLUSION: Training and experience substantially influenced teachers' views and attitudes in a positive way towards the integration of students with ASD.
Subject(s)
Attitude , Autism Spectrum Disorder/psychology , Faculty , Adult , Child , Female , Humans , Male , Middle Aged , Surveys and Questionnaires , TeachingABSTRACT
This study examines Greek teachers' perceptions related to the nature and management of autistic children. To investigate these issues, a statistically reliable number of questionnaires (n = 228) was distributed to a diversified teacher population. The questionnaire responses were analyzed statistically to identify the explanatory power of critical independent variables. The research findings support that teachers' specialized training and working experience are critical inputs to improve teachers' perceptions and efficient serving of autistic children. A cumulative joint effect of teachers' previous specialized education and working experience working with autistic children was also indicated. This could be supportive of teachers upgrading their active leading role in team working with specialized scientific staff, parents and institutions on autistic children.
