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Autism Research and Treatment
Volume 2012, Article ID 259468, 8 pages
http://dx.doi.org/10.1155/2012/259468
Research Article

Support, Inclusion, and Special Education Teachers’ Attitudes toward the Education of Students with Autism Spectrum Disorders

Departamento de Psicología Evolutiva y de la Educación, Facultad de Psicología, C/Camilo José Cela, s/n, 41018 Sevilla, Spain

Received 28 June 2011; Revised 28 November 2011; Accepted 19 December 2011

Academic Editor: Connie Kasari

Copyright © 2012 Isabel R. Rodríguez et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This study is aimed at assessing special education teachers' attitudes toward teaching pupils with autism spectrum disorders (ASDs) and at determining the role of variables associated with a positive attitude towards the children and their education. Sixty-nine special education teachers were interviewed. The interview included two multiple-choice Likert-type questionnaires, one about teachers’ attitude, and another about teachers’ perceived needs in relation to the specific education of the pupil with ASD. The study shows a positive view of teachers’ expectations regarding the education of pupils with ASD. A direct logistic regression analysis was performed testing for experience with the child, school relationship with an ASD network and type of school (mainstream or special) as potential predictors. Although all three variables are useful in predicting special education teachers' attitudes, the most relevant was the relationship with an ASD network. Need for information and social support are the relatively highest needs expressed by teachers.