1 recherche sur le mot-clé 'perceived efficacy'

Opportunities to Learn for Children With Autism Spectrum Disorders: Effects of the Perceived Efficacy of Teacher Practices and Drivers of Inclusion / Cecilia LATORRE-COSCULLUELA in Focus on Autism and Other Developmental Disabilities, 37-2 (June 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-2 (June 2022) . - p.108-119 Titre : Opportunities to Learn for Children With Autism Spectrum Disorders: Effects of the Perceived Efficacy of Teacher Practices and Drivers of Inclusion Type de document : Texte imprimé et/ou numérique Auteurs : Cecilia LATORRE-COSCULLUELA, Auteur ; Marta LIESA-ORUS, Auteur ; Pilar RIVERA-TORRES, Auteur Article en page(s) : p.108-119 Langues : Anglais (eng) Mots-clés : perceived efficacy  practices  drivers  ASD  structural equation model Index. décimale : PER Périodiques Résumé : One of the factors linked to the successful inclusion of children with autism spectrum disorder (ASD) is the idea that the attitudes of teaching professionals are related to the perceived efficacy of educational practices. The aim of this study was to explore the relationships between the perceived efficacy of a set of practices specifically aimed at children with ASD and the perceived drivers and attitudes toward their full inclusion. We estimated a structural equation model that included socioprofessional variables of the 454 teachers taking part in the study. The results show that greater efficacy of the practices implemented with children with ASD results in more positive attitudes toward the education of these children in inclusive settings. Similarly, drivers of inclusion also improve teachers? attitudes toward these children. The findings suggest the need to improve teacher training and provide teachers with the resources necessary to adapt their practices to all children. En ligne : https://doi.org/10.1177/10883576211073692 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474 [article] Opportunities to Learn for Children With Autism Spectrum Disorders: Effects of the Perceived Efficacy of Teacher Practices and Drivers of Inclusion [Texte imprimé et/ou numérique] / Cecilia LATORRE-COSCULLUELA, Auteur ; Marta LIESA-ORUS, Auteur ; Pilar RIVERA-TORRES, Auteur . - p.108-119. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-2 (June 2022) . - p.108-119 Mots-clés : perceived efficacy  practices  drivers  ASD  structural equation model Index. décimale : PER Périodiques Résumé : One of the factors linked to the successful inclusion of children with autism spectrum disorder (ASD) is the idea that the attitudes of teaching professionals are related to the perceived efficacy of educational practices. The aim of this study was to explore the relationships between the perceived efficacy of a set of practices specifically aimed at children with ASD and the perceived drivers and attitudes toward their full inclusion. We estimated a structural equation model that included socioprofessional variables of the 454 teachers taking part in the study. The results show that greater efficacy of the practices implemented with children with ASD results in more positive attitudes toward the education of these children in inclusive settings. Similarly, drivers of inclusion also improve teachers? attitudes toward these children. The findings suggest the need to improve teacher training and provide teachers with the resources necessary to adapt their practices to all children. En ligne : https://doi.org/10.1177/10883576211073692 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=474