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2017 - Volume 1 - Number 2

Teachers’ Social Representations of Inclusion of Children with Autism Spectrum Disorder (ASD) in Regular Class

Maria Alexandri * pse11005@aegean.gr * ORCID: 0000-0002-9577-7642 * ResearcherID: W-3121-2017
University of the Aegean, Department of Sciences of Preschool Education and Educational Design, Rhodes

Christina Papailiou * papailiou@rhodes.aegean.gr * ORCID: 0000-0002-1789-8852
University of the Aegean, Department of Sciences of Preschool Education and Educational Design, Rhodes

Eleni Nikolaou * enikolaou@aegean.gr * ORCID: 0000-0003-1840-3433 * ResearcherID: U-2866-2017
University of the Aegean, Department of Sciences of Preschool Education and Educational Design, Rhodes

Open Journal for Educational Research, 2017, 1(2), 45-56 * https://doi.org/10.32591/coas.ojer.0102.01045a
Online Published Date: 28 December 2017

LICENCE: Creative Commons Attribution 4.0 International License.

ARTICLE (Full Text - PDF)

KEY WORDS: Autism Spectrum Disorders, teachers, social representations, inclusion, regular class.

ABSTRACT:
This research study aims to explore the social representations that kindergarten and first elementary class teachers have regarding the inclusion of children with Autism Spectrum Disorder (ASD) in the regular classroom. The data collection tool was a questionnaire based on previous research. The results indicate that the teachers of the present study are willing to include students with Autism Spectrum Disorders in their regular class and try to address the related difficulties. The age of the educators and their educational level do not affect their views on the inclusion of children with autism into the regular class. However, their views are influenced by their years of experience, as well as by their previous experience of working with children with autism.

CORRESPONDING AUTHOR:
Eleni Nikolaou, Dimokratias Avenue 1, 7th March Building, 85132, Rhodes, Greece. Email: enikolaou@aegean.gr.

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