Teachers’ perspective on teaching students with autism spectrum disorders in non-English-speaking inclusive education setting

Sing Kai LO, Ping Ying Eria LI, Mingxia JI, Francisco Tsz Tsun LAI, Wik Ki WONG, Wing Mui Winnie SO, Kuen Fung SIN

Research output: Contribution to conferencePaper

Abstract

This paper reports the results of an investigation examining in-service teacher reports of teaching efficacy for inclusive education; acceptance of learners with ASD, and concern about implementing inclusion. Data were collected from 62 in-service teachers of ASD students in ordinary school. Results indicated that teachers with higher confidence in teaching student with ASD reported less concern and higher self-efficacy towards teaching students with ASD; More experience on teaching students with ASD reported higher efficacy in managing students’ challenging behavior; Teachers with more knowledge on local legislation or policy as it pertains to children with ASD tends to have higher efficacy in collaboration with parents and professionals; male teachers tends to have more concern in terms of inclusive education for ASD students than female teachers. Implications for ongoing development of teacher training programs are discussed within the context of inclusive education for ASD students.
Original languageEnglish
Publication statusPublished - 2014

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autism
speaking
Teaching
teacher
education
student
female teacher
teacher training
self-efficacy
training program
parents
acceptance
confidence
legislation
inclusion
school
experience

Citation

Lo, S. K., Li, P. Y., Ji, M., Lai, T. T., Wong, W. K., So, W., et al. (2014, January). Teachers’ perspective on teaching students with autism spectrum disorders in non-English-speaking inclusive education setting. Paper presented at the International Conference on Education, Economics and Humanities (ICEEH 2014), Grand Seasons Hotel, Malaysia.

Keywords

  • Teachers
  • Attitude
  • Autism spectrum disorder
  • Concerns
  • Self-efficacy