Perception of Special Education Teachers on the Internalized Problems and Externalized Problems of Students with Autism Spectrum Disorders and Students with Intellectual Disabilities

2017 ◽  
Vol 33 (1) ◽  
pp. 145-161
Author(s):  
Yi fang Zhang ◽  
Myong ye Bang
Keyword(s):  
Special Education ◽  
Autism Spectrum Disorders ◽  
Intellectual Disabilities ◽  
Special Education Teachers ◽  
Autism Spectrum ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
Students With Intellectual Disabilities

scholarly journals Support, Inclusion, and Special Education Teachers’ Attitudes toward the Education of Students with Autism Spectrum Disorders

2012 ◽  
Vol 2012 ◽  
pp. 1-8 ◽  
Author(s):  
Isabel R. Rodríguez ◽  
David Saldaña ◽  
F. Javier Moreno
Keyword(s):  
Special Education ◽  
Autism Spectrum Disorders ◽  
Special Education Teachers ◽  
Autism Spectrum ◽  
Perceived Needs ◽  
Attitudes Toward Teaching ◽  
Students With Autism ◽  
Spectrum Disorders ◽  
Teachers Attitudes ◽  
Education Of Students

This study is aimed at assessing special education teachers' attitudes toward teaching pupils with autism spectrum disorders (ASDs) and at determining the role of variables associated with a positive attitude towards the children and their education. Sixty-nine special education teachers were interviewed. The interview included two multiple-choice Likert-type questionnaires, one about teachers’ attitude, and another about teachers’ perceived needs in relation to the specific education of the pupil with ASD. The study shows a positive view of teachers’ expectations regarding the education of pupils with ASD. A direct logistic regression analysis was performed testing for experience with the child, school relationship with an ASD network and type of school (mainstream or special) as potential predictors. Although all three variables are useful in predicting special education teachers' attitudes, the most relevant was the relationship with an ASD network. Need for information and social support are the relatively highest needs expressed by teachers.

scholarly journals Special Education Services Received by Students With Autism Spectrum Disorders From Preschool Through High School

2013 ◽  
Vol 48 (3) ◽  
pp. 167-179 ◽  
Author(s):  
Xin Wei ◽  
Mary Wagner ◽  
Elizabeth R. A. Christiano ◽  
Paul Shattuck ◽  
Jennifer W. Yu
Keyword(s):  
High School ◽  
Special Education ◽  
Autism Spectrum Disorders ◽  
Autism Spectrum ◽  
Special Education Services ◽  
Education Services ◽  
Students With Autism ◽  
Spectrum Disorders

scholarly journals Assessment of Public Special Education Teachers Training Needs on Evidence-Based Practice for Students with Autism Spectrum Disorders in Spain

Children ◽  
2022 ◽  
Vol 9 (1) ◽  
pp. 83
Author(s):  
Aitor Larraceleta ◽  
Luis Castejón ◽  
María-Teresa Iglesias-García ◽  
José Carlos Núñez
Keyword(s):  
Teacher Education ◽  
Autism Spectrum Disorders ◽  
Special Education Teachers ◽  
Training Programs ◽  
Autism Spectrum ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Service Training ◽  
Students With Autism ◽  
Spectrum Disorders

Over decades, the concern for the quality of psychoeducational practices for students with autism spectrum disorders has led to study to what extent are evidence-based educational methods disseminated among teachers. The purpose of this cross-sectional study, taking as reference Hsiao and Sorensen’s previous research, was to identify through a survey to what extent social-communication evidence-based practices for these students were provided in teacher education and in-service training programs, in a sample of 108 special education teachers from Spain, and to compare these results with Hsiao and Sorensen’s. Overall, more than 70% of the teachers reported that evidence-based practices in their teacher education programs (87.6%) and in-service training programs (73.6%) were never taught or mentioned incidentally. Finally, a higher percentage of addressing on each practice (i.e., mentioned and discussed or mentioned and taught through direct instruction) is shown in the sample of American teachers compared to the Spaniards, in both training paths.

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