Future support teachers’ opinions about their role on inclusion of students with ASD. An exploratory study to determine training impact

Titolo Rivista EDUCATION SCIENCES AND SOCIETY
Autori/Curatori Emanuela Zappalà, Paola Aiello
Anno di pubblicazione 2023 Fascicolo 2023/1
Lingua Inglese Numero pagine 16 P. 342-357 Dimensione file 0 KB
DOI 10.3280/ess1-2023oa15285
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School inclusion of students with Autism Spectrum Disorder (ASD) is still an educational challenge for all teachers due to its heterogeneity of cognitive and behavioral profiles. On the other hand, national and international scientific literature shows that inclusive dynamics are strongly influenced by teachers’ opinions, attitudes and sense of self-efficacy on students with ASD. Based on these premises, the current study explores the opinions of future support teachers about their role in promoting the full participation of students with ASD and, particularly, whether attendance of the Specialization Course for educational support activities for pupils with disabilities may influence their opinions.

School inclusion of students with Autism Spectrum Disorder (ASD) is still an educational challenge for all teachers due to its heterogeneity of cognitive and behavioral profiles. On the other hand, national and international scientific literature shows that inclusive dynamics are strongly influenced by teachers’ opinions, attitudes and sense of self-efficacy on students with ASD. Based on these premises, the current study explores the opinions of future support teachers about their role in promoting the full participation of students with ASD and, particularly, whether attendance of the Specialization Course for educational support activities for pupils with disabilities may influence their opinions.

Keywords:; Teachers opinions; training courses; inclusion; student with Austism Spectrum Disorder

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Emanuela Zappalà, Paola Aiello, Future support teachers’ opinions about their role on inclusion of students with ASD. An exploratory study to determine training impact in "EDUCATION SCIENCES AND SOCIETY" 1/2023, pp 342-357, DOI: 10.3280/ess1-2023oa15285