14 recherche sur le mot-clé 'Attitude'

Inclusion of autistic students in schools: Knowledge, self-efficacy, and attitude of teachers in Germany / Sandra HANS ; Thamar VOSS in Autism, 28-8 (August 2024)  

Public ISBD [article]  inAutism > 28-8 (August 2024) . - p.2040-2052 Titre : Inclusion of autistic students in schools: Knowledge, self-efficacy, and attitude of teachers in Germany Type de document : Texte imprimé et/ou numérique Auteurs : Sandra HANS, Auteur ; Thamar VOSS, Auteur Article en page(s) : p.2040-2052 Langues : Anglais (eng) Mots-clés : attitude  autism  inclusion  knowledge  self-efficacy  teachers Index. décimale : PER Périodiques Résumé : To provide inclusive education to autistic students, it is important that teachers possess knowledge about autism, feel competent in teaching autistic students, and have a positive attitude toward the inclusion of autistic students. In this study, we explored knowledge, self-efficacy, and attitude concerning autism among N = 887 teachers in Germany. The results showed that knowledge about autism was only moderate and teachers held some typical misconceptions about autism. Moreover, teachers did not possess overwhelmingly high self-efficacy beliefs whereas their attitude toward inclusion of autistic students was rather positive. Experience with teaching autistic students was associated with more knowledge and higher self-efficacy. Also, female teachers were more knowledgeable about autism and felt more competent in teaching autistic students than male teachers. However, the type of school where teachers were working made hardly any difference in their knowledge, self-efficacy, and attitude. Overall, the results suggest that teachers in Germany need more autism training to increase their knowledge about autism and their self-efficacy beliefs in teaching autistic students. Lay Abstract Nowadays, autistic students are often enrolled in mainstream schools. To successfully include autistic students in general education, teachers need to possess knowledge about autism, feel competent in teaching autistic students, and have a positive attitude toward their inclusion. However, in Germany, little is known about the knowledge, the self-efficacy, and the attitude concerning autism among teachers working at mainstream schools. Therefore, we conducted a study in which we used items to assess knowledge, self-efficacy, and attitude. A total of 887 general education teachers participated in the study. The results showed that the level of knowledge about autism was moderate among teachers. Similarly, teachers did not hold overwhelmingly high self-efficacy beliefs. However, their attitude toward inclusion of autistic students was rather positive. At the same time, teachers who had experience with teaching autistic students possessed more knowledge and higher self-efficacy than teachers who had no experience with teaching autistic students. In addition, female teachers were more knowledgeable about autism and felt more competent in teaching autistic students than male teachers. In contrast, knowledge, self-efficacy, and attitude were rather similar among teachers from different types of schools. The findings suggest that teachers in Germany should possess more knowledge about autism and feel more competent in teaching autistic students. Therefore, it is important to systematically include autism trainings in teacher education programs. En ligne : https://dx.doi.org/10.1177/13623613231220210 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533 [article] Inclusion of autistic students in schools: Knowledge, self-efficacy, and attitude of teachers in Germany [Texte imprimé et/ou numérique] / Sandra HANS, Auteur ; Thamar VOSS, Auteur . - p.2040-2052. Langues : Anglais (eng) in Autism > 28-8 (August 2024) . - p.2040-2052 Mots-clés : attitude  autism  inclusion  knowledge  self-efficacy  teachers Index. décimale : PER Périodiques Résumé : To provide inclusive education to autistic students, it is important that teachers possess knowledge about autism, feel competent in teaching autistic students, and have a positive attitude toward the inclusion of autistic students. In this study, we explored knowledge, self-efficacy, and attitude concerning autism among N = 887 teachers in Germany. The results showed that knowledge about autism was only moderate and teachers held some typical misconceptions about autism. Moreover, teachers did not possess overwhelmingly high self-efficacy beliefs whereas their attitude toward inclusion of autistic students was rather positive. Experience with teaching autistic students was associated with more knowledge and higher self-efficacy. Also, female teachers were more knowledgeable about autism and felt more competent in teaching autistic students than male teachers. However, the type of school where teachers were working made hardly any difference in their knowledge, self-efficacy, and attitude. Overall, the results suggest that teachers in Germany need more autism training to increase their knowledge about autism and their self-efficacy beliefs in teaching autistic students. Lay Abstract Nowadays, autistic students are often enrolled in mainstream schools. To successfully include autistic students in general education, teachers need to possess knowledge about autism, feel competent in teaching autistic students, and have a positive attitude toward their inclusion. However, in Germany, little is known about the knowledge, the self-efficacy, and the attitude concerning autism among teachers working at mainstream schools. Therefore, we conducted a study in which we used items to assess knowledge, self-efficacy, and attitude. A total of 887 general education teachers participated in the study. The results showed that the level of knowledge about autism was moderate among teachers. Similarly, teachers did not hold overwhelmingly high self-efficacy beliefs. However, their attitude toward inclusion of autistic students was rather positive. At the same time, teachers who had experience with teaching autistic students possessed more knowledge and higher self-efficacy than teachers who had no experience with teaching autistic students. In addition, female teachers were more knowledgeable about autism and felt more competent in teaching autistic students than male teachers. In contrast, knowledge, self-efficacy, and attitude were rather similar among teachers from different types of schools. The findings suggest that teachers in Germany should possess more knowledge about autism and feel more competent in teaching autistic students. Therefore, it is important to systematically include autism trainings in teacher education programs. En ligne : https://dx.doi.org/10.1177/13623613231220210 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=533

Knowledge, attitude and professional self-efficacy of Chinese mainstream primary school teachers regarding children with autism spectrum disorder / Minghui LU in Research in Autism Spectrum Disorders, 72 (April 2020)  

Public ISBD [article]  inResearch in Autism Spectrum Disorders > 72 (April 2020) . - p.101513 Titre : Knowledge, attitude and professional self-efficacy of Chinese mainstream primary school teachers regarding children with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : Minghui LU, Auteur ; Yuqing ZOU, Auteur ; Xiaomeng CHEN, Auteur ; Jiawei CHEN, Auteur ; Wanting HE, Auteur ; Feifan PANG, Auteur Article en page(s) : p.101513 Langues : Anglais (eng) Mots-clés : Autism spectrum disorder  Mainstream primary school teacher  Knowledge  Attitude  Professional self-efficacy Index. décimale : PER Périodiques Résumé : Background This study investigated primary school teachers’ knowledge of autism spectrum disorder (ASD) and their attitude and professional self-efficacy regarding children with ASD. Method Four hundred and ten mainstream primary school teachers were assessed using the Autism Stigma and Knowledge Questionnaire, the Autism Attitudes Scale for Teachers and a professional self-efficacy scale. Results The results showed that the teachers’ knowledge of ASD was significantly correlated with their attitude and professional self-efficacy regarding children with ASD. Attitude both mediated and moderated the correlation between knowledge and professional self-efficacy. Conclusions The study demonstrated that knowledge and attitude are important indicators of professional self-efficacy. As such, teachers’ professional self-efficacy regarding children with ASD can be improved by improving their knowledge of ASD and attitude toward these children. En ligne : https://doi.org/10.1016/j.rasd.2020.101513 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420 [article] Knowledge, attitude and professional self-efficacy of Chinese mainstream primary school teachers regarding children with autism spectrum disorder [Texte imprimé et/ou numérique] / Minghui LU, Auteur ; Yuqing ZOU, Auteur ; Xiaomeng CHEN, Auteur ; Jiawei CHEN, Auteur ; Wanting HE, Auteur ; Feifan PANG, Auteur . - p.101513. Langues : Anglais (eng) in Research in Autism Spectrum Disorders > 72 (April 2020) . - p.101513 Mots-clés : Autism spectrum disorder  Mainstream primary school teacher  Knowledge  Attitude  Professional self-efficacy Index. décimale : PER Périodiques Résumé : Background This study investigated primary school teachers’ knowledge of autism spectrum disorder (ASD) and their attitude and professional self-efficacy regarding children with ASD. Method Four hundred and ten mainstream primary school teachers were assessed using the Autism Stigma and Knowledge Questionnaire, the Autism Attitudes Scale for Teachers and a professional self-efficacy scale. Results The results showed that the teachers’ knowledge of ASD was significantly correlated with their attitude and professional self-efficacy regarding children with ASD. Attitude both mediated and moderated the correlation between knowledge and professional self-efficacy. Conclusions The study demonstrated that knowledge and attitude are important indicators of professional self-efficacy. As such, teachers’ professional self-efficacy regarding children with ASD can be improved by improving their knowledge of ASD and attitude toward these children. En ligne : https://doi.org/10.1016/j.rasd.2020.101513 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=420

Another step to school inclusion: Development and validation of the Children's Attitudes Toward Autism Questionnaire / C. DERGUY in Autism, 25-6 (August 2021)  

Public ISBD [article]  inAutism > 25-6 (August 2021) . - p.1666-1681 Titre : Another step to school inclusion: Development and validation of the Children's Attitudes Toward Autism Questionnaire Type de document : Texte imprimé et/ou numérique Auteurs : C. DERGUY, Auteur ; B. AUBÉ, Auteur ; O. ROHMER, Auteur ; F. MAROTTA, Auteur ; D. LOYAL, Auteur Article en page(s) : p.1666-1681 Langues : Anglais (eng) Mots-clés : Adolescent  Attitude  Autism Spectrum Disorder  Autistic Disorder/diagnosis  Child  Child, Preschool  Female  Humans  Schools  Surveys and Questionnaires  explicit attitudes  public stigma  scale validation  school inclusion  school-age children Index. décimale : PER Périodiques Résumé : Research has shown that negative attitudes toward a different child can appear very early in development. Unfortunately, these negative attitudes are one of the most important barriers to the school inclusion of children with autism. Despite the increasing amount of research, no tool reliably measures these attitudes among young students. The objective of this study was to develop and validate a questionnaire (Children's Attitudes Toward Autism Questionnaire) to evaluate attitudes of students in elementary school toward their peers with autism. Elementary school students (N = 204) completed the Children's Attitudes Toward Autism Questionnaire and two other scales assessing behavioral intentions toward peers with a mental disability (Shared Activities Questionnaire-B) and familiarity with disability and autism. Results first showed that the Children's Attitudes Toward Autism Questionnaire reliably measured the concept of attitude through three sub-dimensions (namely, the cognitive, affective, and behavioral dimensions). Second, analyses confirmed that the Children's Attitudes Toward Autism Questionnaire corresponds with previous knowledge on this topic, namely, that attitudes were more positive in girls, older children, and children familiar with disability. In conclusion, the Children's Attitudes Toward Autism Questionnaire is the first scale (1) to assess all the dimensions of attitudes toward autism among elementary school children (from the age of 6?years old) and (2) to show theoretical and statistical relevance. From now on, the Children's Attitudes Toward Autism Questionnaire can be used to assess attitudes of young children toward their peers with autism. This is an important step forward, in particular for evaluating the effects of anti-stigma programs that are increasingly implemented in schools. En ligne : http://dx.doi.org/10.1177/13623613211000163 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451 [article] Another step to school inclusion: Development and validation of the Children's Attitudes Toward Autism Questionnaire [Texte imprimé et/ou numérique] / C. DERGUY, Auteur ; B. AUBÉ, Auteur ; O. ROHMER, Auteur ; F. MAROTTA, Auteur ; D. LOYAL, Auteur . - p.1666-1681. Langues : Anglais (eng) in Autism > 25-6 (August 2021) . - p.1666-1681 Mots-clés : Adolescent  Attitude  Autism Spectrum Disorder  Autistic Disorder/diagnosis  Child  Child, Preschool  Female  Humans  Schools  Surveys and Questionnaires  explicit attitudes  public stigma  scale validation  school inclusion  school-age children Index. décimale : PER Périodiques Résumé : Research has shown that negative attitudes toward a different child can appear very early in development. Unfortunately, these negative attitudes are one of the most important barriers to the school inclusion of children with autism. Despite the increasing amount of research, no tool reliably measures these attitudes among young students. The objective of this study was to develop and validate a questionnaire (Children's Attitudes Toward Autism Questionnaire) to evaluate attitudes of students in elementary school toward their peers with autism. Elementary school students (N = 204) completed the Children's Attitudes Toward Autism Questionnaire and two other scales assessing behavioral intentions toward peers with a mental disability (Shared Activities Questionnaire-B) and familiarity with disability and autism. Results first showed that the Children's Attitudes Toward Autism Questionnaire reliably measured the concept of attitude through three sub-dimensions (namely, the cognitive, affective, and behavioral dimensions). Second, analyses confirmed that the Children's Attitudes Toward Autism Questionnaire corresponds with previous knowledge on this topic, namely, that attitudes were more positive in girls, older children, and children familiar with disability. In conclusion, the Children's Attitudes Toward Autism Questionnaire is the first scale (1) to assess all the dimensions of attitudes toward autism among elementary school children (from the age of 6?years old) and (2) to show theoretical and statistical relevance. From now on, the Children's Attitudes Toward Autism Questionnaire can be used to assess attitudes of young children toward their peers with autism. This is an important step forward, in particular for evaluating the effects of anti-stigma programs that are increasingly implemented in schools. En ligne : http://dx.doi.org/10.1177/13623613211000163 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=451

Another step to school inclusion: Development and validation of the Children's Attitudes Toward Autism Questionnaire / Cyrielle DERGUY in Autism, 26-6 (August 2022)  

Public ISBD [article]  inAutism > 26-6 (August 2022) . - p.1666-1681 Titre : Another step to school inclusion: Development and validation of the Children's Attitudes Toward Autism Questionnaire Type de document : Texte imprimé et/ou numérique Auteurs : Cyrielle DERGUY, Auteur ; Benoite AUBE, Auteur ; Odile ROHMER, Auteur ; Federica MAROTTA, Auteur ; Déborah LOYAL, Auteur Article en page(s) : p.1666-1681 Langues : Anglais (eng) Mots-clés : Adolescent  Attitude  Autism Spectrum Disorder  Autistic Disorder/diagnosis  Child  Child, Preschool  Female  Humans  Schools  Surveys and Questionnaires  explicit attitudes  public stigma  scale validation  school inclusion  school-age children Index. décimale : PER Périodiques Résumé : Research has shown that negative attitudes toward a different child can appear very early in development. Unfortunately, these negative attitudes are one of the most important barriers to the school inclusion of children with autism. Despite the increasing amount of research, no tool reliably measures these attitudes among young students. The objective of this study was to develop and validate a questionnaire (Children's Attitudes Toward Autism Questionnaire) to evaluate attitudes of students in elementary school toward their peers with autism. Elementary school students (N = 204) completed the Children's Attitudes Toward Autism Questionnaire and two other scales assessing behavioral intentions toward peers with a mental disability (Shared Activities Questionnaire-B) and familiarity with disability and autism. Results first showed that the Children's Attitudes Toward Autism Questionnaire reliably measured the concept of attitude through three sub-dimensions (namely, the cognitive, affective, and behavioral dimensions). Second, analyses confirmed that the Children's Attitudes Toward Autism Questionnaire corresponds with previous knowledge on this topic, namely, that attitudes were more positive in girls, older children, and children familiar with disability. In conclusion, the Children's Attitudes Toward Autism Questionnaire is the first scale (1) to assess all the dimensions of attitudes toward autism among elementary school children (from the age of 6years old) and (2) to show theoretical and statistical relevance. From now on, the Children's Attitudes Toward Autism Questionnaire can be used to assess attitudes of young children toward their peers with autism. This is an important step forward, in particular for evaluating the effects of anti-stigma programs that are increasingly implemented in schools. En ligne : http://dx.doi.org/10.1177/13623613211000163 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484 [article] Another step to school inclusion: Development and validation of the Children's Attitudes Toward Autism Questionnaire [Texte imprimé et/ou numérique] / Cyrielle DERGUY, Auteur ; Benoite AUBE, Auteur ; Odile ROHMER, Auteur ; Federica MAROTTA, Auteur ; Déborah LOYAL, Auteur . - p.1666-1681. Langues : Anglais (eng) in Autism > 26-6 (August 2022) . - p.1666-1681 Mots-clés : Adolescent  Attitude  Autism Spectrum Disorder  Autistic Disorder/diagnosis  Child  Child, Preschool  Female  Humans  Schools  Surveys and Questionnaires  explicit attitudes  public stigma  scale validation  school inclusion  school-age children Index. décimale : PER Périodiques Résumé : Research has shown that negative attitudes toward a different child can appear very early in development. Unfortunately, these negative attitudes are one of the most important barriers to the school inclusion of children with autism. Despite the increasing amount of research, no tool reliably measures these attitudes among young students. The objective of this study was to develop and validate a questionnaire (Children's Attitudes Toward Autism Questionnaire) to evaluate attitudes of students in elementary school toward their peers with autism. Elementary school students (N = 204) completed the Children's Attitudes Toward Autism Questionnaire and two other scales assessing behavioral intentions toward peers with a mental disability (Shared Activities Questionnaire-B) and familiarity with disability and autism. Results first showed that the Children's Attitudes Toward Autism Questionnaire reliably measured the concept of attitude through three sub-dimensions (namely, the cognitive, affective, and behavioral dimensions). Second, analyses confirmed that the Children's Attitudes Toward Autism Questionnaire corresponds with previous knowledge on this topic, namely, that attitudes were more positive in girls, older children, and children familiar with disability. In conclusion, the Children's Attitudes Toward Autism Questionnaire is the first scale (1) to assess all the dimensions of attitudes toward autism among elementary school children (from the age of 6years old) and (2) to show theoretical and statistical relevance. From now on, the Children's Attitudes Toward Autism Questionnaire can be used to assess attitudes of young children toward their peers with autism. This is an important step forward, in particular for evaluating the effects of anti-stigma programs that are increasingly implemented in schools. En ligne : http://dx.doi.org/10.1177/13623613211000163 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=484

Private music teachers' knowledge of and attitudes toward students with autism spectrum disorder / T. C. AU in Journal of Autism and Developmental Disorders, 51-12 (December 2021)  

Public ISBD [article]  inJournal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4551-4559 Titre : Private music teachers' knowledge of and attitudes toward students with autism spectrum disorder Type de document : Texte imprimé et/ou numérique Auteurs : T. C. AU, Auteur ; N. S. LAU, Auteur Article en page(s) : p.4551-4559 Langues : Anglais (eng) Mots-clés : Attitude  Autism Spectrum Disorder  Child  Humans  Music  School Teachers  Students  Autism spectrum disorder (ASD)  Knowledge  Private music teachers  Special educational needs  Training Index. décimale : PER Périodiques Résumé : Although extracurricular music activities are common in Hong Kong, private music teachers' perceptions of children with autism spectrum disorder (ASD) are underexplored in research in this context. This study examined private music teachers' knowledge of ASD and their attitudes toward students with ASD in Hong Kong, and the relationship between these two factors. The study collected data from a questionnaire survey (n?=?200) and eleven individual interviews. Unexpectedly, the findings showed that the teachers had a good understanding and a marginally positive perception of ASD, despite some anxiety about teaching students with ASD. Furthermore, knowledge of and attitude toward ASD were positively correlated. Teachers with previous training in special education needs had a better understanding of ASD and a more positive attitude toward ASD than those without related training. These results imply that further formal and public education could promote acceptance of and equal learning opportunities for students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04809-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454 [article] Private music teachers' knowledge of and attitudes toward students with autism spectrum disorder [Texte imprimé et/ou numérique] / T. C. AU, Auteur ; N. S. LAU, Auteur . - p.4551-4559. Langues : Anglais (eng) in Journal of Autism and Developmental Disorders > 51-12 (December 2021) . - p.4551-4559 Mots-clés : Attitude  Autism Spectrum Disorder  Child  Humans  Music  School Teachers  Students  Autism spectrum disorder (ASD)  Knowledge  Private music teachers  Special educational needs  Training Index. décimale : PER Périodiques Résumé : Although extracurricular music activities are common in Hong Kong, private music teachers' perceptions of children with autism spectrum disorder (ASD) are underexplored in research in this context. This study examined private music teachers' knowledge of ASD and their attitudes toward students with ASD in Hong Kong, and the relationship between these two factors. The study collected data from a questionnaire survey (n?=?200) and eleven individual interviews. Unexpectedly, the findings showed that the teachers had a good understanding and a marginally positive perception of ASD, despite some anxiety about teaching students with ASD. Furthermore, knowledge of and attitude toward ASD were positively correlated. Teachers with previous training in special education needs had a better understanding of ASD and a more positive attitude toward ASD than those without related training. These results imply that further formal and public education could promote acceptance of and equal learning opportunities for students with ASD. En ligne : http://dx.doi.org/10.1007/s10803-020-04809-5 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=454

Autism in Australia: Community Knowledge and Autistic People's Experiences / S. C. JONES in Journal of Autism and Developmental Disorders, 51-10 (October 2021)  

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The Effects of Contact and Labeling on Attitudes Towards Individuals with Autism / C. L. DICKTER in Journal of Autism and Developmental Disorders, 51-11 (November 2021)  

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Brief Report: Investigating the Motivations and Autistic Traits of Video Gamers / E. MILLINGTON in Journal of Autism and Developmental Disorders, 52-3 (March 2022)  

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Effects of an Inclusive Physical Activity Program on the Motor Skills, Social Skills and Attitudes of Students with and without Autism Spectrum Disorder / A. SANSI in Journal of Autism and Developmental Disorders, 51-7 (July 2021)  

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Effects of autism acceptance training on explicit and implicit biases toward autism / Desiree R. JONES in Autism, 25-5 (July 2021)  

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