A COMPARISON OF GENERAL EDUCATION AND SPECIAL EDUCATION TEACHERS’ KNOWLEDGE, SELF-EFFICACY, AND CONCERNS IN TEACHING CHILDEN WITH AUTISM
This study examined teachers’ knowledge of symptoms, concerns, and self-efficacy in teaching children with autism. The sample of 166 preschool through 12th grade general education teachers (n=105), special education teachers (n=29), and other educational professionals [i.e., 22 aides, 2 occupational therapists, 7 speech pathologists, and 1 Title teacher) (n=32)] attending an in-service from eleven elementary schools were selected from four school districts in the Midwest. Similar to previous studies, there was confusion regarding autism knowledge amongst all educators. Special educators had more knowledge, higher self-efficacy, and less concern in teaching children with autism than general education teachers. Differences amongst groups’ main teaching objectives also existed. Given the increase of mainstreaming children with autism in the general education classroom, results of this study warrant the need for additional workshops, teacher preparation courses, and fieldwork experiences on autism.
School Location:USA - Ohio
Source Type:Master's Thesis
Keywords:autism self efficacy concern knowledge teaching objectives inclusion developmental disabilities special education regular
Date of Publication:01/01/2006