Looking through the Same Eyes? Do Teachers’ Participation Ratings Match with Ratings of Students with Autism Spectrum Conditions in Mainstream Schools?
Table 4
Correlation analyses between agreement (measured as the sum of total agreement and near agreement) and teachers’ self-reported professional experiences, perceived support, personal interests, and planned activities. Ratings were done on a 5-step Likert scale unless otherwise indicated. *Indicates a significant correlation, and indicates the number of respondents.
Item (number of correlated responses in brackets)
Rho value
-value
Number of years as teacher () (in years)
.004
.99
Number of years working with students with ASC () (in years)
.003
.92
Degree of choice in working with students with ASC ()
.54
.001*
Training provided on ASC ()
.009
.97
Information from the student’s parents about the student ()
−.006
.98
Special education teacher works separately with the student with ASC ()
−.106
.66
School psychologist works separately with the student with ASC ()
−.02
.93
Support-staff works separately with the student with ASC ()
−.22
.36
Active participation of the school’s support team in the planning for the student with ASC ()
.37
.11
I experience that the student gets the support he/she wants to have ()
.19
.43
I experience that the student gets the support he/she needs ()
.03
.91
I experience that I get the support I need ()
−.14
.57
Percentage of time that student has a personal assistant in the class room () (in percentages)
.26
.27
I always have to adapt tasks to the student with ASC’s abilities in the classroom ()
−.05
.84
I never have to adapt tasks to the student with ASC’s abilities in the classroom ()
−.16
.53
Specific activities to enhance social relations for the student with ASC ()
.09
.73
Specific activities to improve the attitudes of classmates towards the student with ASC ()
