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Relationship among factors affecting...

Angiulo, Stefani M.

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Relationship among factors affecting teacher attitudes toward students with Autism.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Relationship among factors affecting teacher attitudes toward students with Autism./
Author:	Angiulo, Stefani M.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
Description:	116 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-08(E), Section: B.
Contained By:	Dissertation Abstracts International75-08B(E).
Subject:	Cognitive psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3619424
ISBN:	9781303886171

Relationship among factors affecting teacher attitudes toward students with Autism.
Angiulo, Stefani M.

Relationship among factors affecting teacher attitudes toward students with Autism. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 116 p.

Source: Dissertation Abstracts International, Volume: 75-08(E), Section: B.

Thesis (Psy.D.)--Hofstra University, 2014.

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.

ISBN: 9781303886171Subjects--Topical Terms:

523881
Cognitive psychology.

Relationship among factors affecting teacher attitudes toward students with Autism.
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