自闭症谱系障碍学生的教育包容:教师对西班牙包容的感受,态度和担忧
Alejandra Bolado Peña1, Félix Menéndez-Vega2, Steven Van Vaerenbergh3
1Ministry of Education, Vocational Training and Universities of the Government of Cantabria, 39005 Santander, Spain.
概括
教师 教师 教师的教师
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 特殊教育 特殊教育
背景情况:
- 西班牙的教育改革 (LOMCE,LOMLOE) 促进了自闭症谱系障碍 (ASD) 的包容.
- 有效的ASD包容性取决于教育工作者的态度和看法.
- 了解教师的情绪对于成功实施至关重要.
研究的目的:
- 分析教师对西班牙自闭症包括的感受,态度和担忧.
- 确定影响教师对包容性教育看法的因素.
- 为改善教师培训和支持提供数据.
主要方法:
- 量化,描述性,横截面研究.
- 样本:西班牙各个教育阶段的2310名教师.
- 仪器:SACIE-R和INTEA问卷;使用ANOVA和斯皮尔曼相关性进行统计分析.
主要成果:
- 教师对包容性的态度显示出一个稳定,正常的分布.
- 关于ASD包容性的担忧和积极的感受之间存在一个反向关系.
- 根据性别,学校类型,教育阶段和教学专业,人们在认知中发现了显著的差异.
结论:
- 积极的态度与多样性和特殊教育方面的专业培训相关.
- 中学教育教师报告了更高的担忧和更少的积极情绪.
- 持续培训和强大的支持网络对于提高教师的认知和促进有效的自闭症包容至关重要.
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