Can school teachers? willingness to teach ASD-inclusion classes be increased via special education training? Uncovering mediating mechanisms*

Kisbu-Sakarya Y., Doenyas C.

RESEARCH IN DEVELOPMENTAL DISABILITIES, cilt.113, 2021 (SSCI) identifier identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 113
  • Basım Tarihi: 2021
  • Doi Numarası: 10.1016/j.ridd.2021.103941
  • Dergi Adı: RESEARCH IN DEVELOPMENTAL DISABILITIES
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, ASSIA, PASCAL, BIOSIS, CINAHL, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), EMBASE, Linguistics & Language Behavior Abstracts, MEDLINE, Psycinfo
  • Anahtar Kelimeler: Attitudes toward inclusive education, Autism spectrum disorder, Autism self-efficacy, Inclusive education, Special education training, AUTISM SPECTRUM DISORDER, PLANNED BEHAVIOR, SELF-EFFICACY, PRESERVICE TEACHERS, REASONED ACTION, ATTITUDES, CHILDREN, STUDENTS, INTERVENTIONS, DISABILITIES
  • Yıldız Teknik Üniversitesi Adresli: Hayır

Özet

Changing teacher willingness to teach inclusive classes is critical in achieving optimal outcomes for students with autism spectrum disorder (ASD). The present study investigated the mechanisms underlying the effects of a teacher training in special education strategies for students with ASD on mainstream school teachers? behavioral intentions toward inclusive education. Specifically, the role of attitudes and autism self-efficacy were explored as mediators in this process. The sample comprised 763 mainstream school teachers from eleven cities in Northeastern Turkey who participated in an intensive training that included special education strategies for students with ASD, evidence-based special education applications, and inclusive education practices. Statistical mediation analyses revealed that the training increased teachers? willingness to teach inclusive classes and intention to implement special education techniques in the regular education classroom through increasing their autism self-efficacy. However, though attitudes toward inclusive education was a significant predictor of both willingness to teach inclusive classes and intent to use special education techniques, the training did not improve attitudes. Based on these findings, additional strategies or components to change attitudes toward inclusive education were recommended to be integrated into the teacher training programs on special education strategies for inclusive education.