[article] 
inResearch in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1156-1167

Titre :	Factors relating to education professionals’ classroom practices for the inclusion of students with autism spectrum disorders
Type de document :	Texte imprimé et/ou numérique
Auteurs :	Matthew J. SEGALL, Auteur ; Jonathan M. CAMPBELL, Auteur
Année de publication :	2012
Article en page(s) :	p.1156-1167
Langues :	Anglais (eng)
Mots-clés :	Autism  Inclusion  Teacher attitudes  Knowledge  Etudiant
Index. décimale :	PER Périodiques
Résumé :	It is essential to understand the current practices used to foster inclusive education for students with autism spectrum disorders (ASDs) as well as factors related to the implementation of classroom interventions. In the current study authors assess the experience, knowledge, attitudes and current practices of education professionals regarding ASD. Results suggest that special education teachers and school psychologists hold higher levels of experience, training, and knowledge as compared to general education teachers and administrators. Attitudes towards inclusive education for students with ASD were positive, in general, although attitudes were not a significant predictor of awareness or use of empirically supported interventions. Implications and future directions are discussed.
En ligne :	http://dx.doi.org/10.1016/j.rasd.2012.02.007
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154

[article] Factors relating to education professionals’ classroom practices for the inclusion of students with autism spectrum disorders [Texte imprimé et/ou numérique] / Matthew J. SEGALL, Auteur ; Jonathan M. CAMPBELL, Auteur . - 2012 . - p.1156-1167.
Langues : Anglais (eng)
in Research in Autism Spectrum Disorders > 6-3 (July-September 2012) . - p.1156-1167

Mots-clés :	Autism  Inclusion  Teacher attitudes  Knowledge  Etudiant
Index. décimale :	PER Périodiques
Résumé :	It is essential to understand the current practices used to foster inclusive education for students with autism spectrum disorders (ASDs) as well as factors related to the implementation of classroom interventions. In the current study authors assess the experience, knowledge, attitudes and current practices of education professionals regarding ASD. Results suggest that special education teachers and school psychologists hold higher levels of experience, training, and knowledge as compared to general education teachers and administrators. Attitudes towards inclusive education for students with ASD were positive, in general, although attitudes were not a significant predictor of awareness or use of empirically supported interventions. Implications and future directions are discussed.
En ligne :	http://dx.doi.org/10.1016/j.rasd.2012.02.007
Permalink :	https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=154