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Vol. 14 No. 1 (2023): University didactics, innovation and inclusion. Assessment and feedback

Future support teachers’ opinions about their role on inclusion of students with ASD. An exploratory study to determine training impact

DOI
https://doi.org/10.3280/ess1-2023oa15285
Submitted
gennaio 23, 2023
Published
2023-07-21

Abstract

School inclusion of students with Autism Spectrum Disorder (ASD) is still an educational challenge for all teachers due to its heterogeneity of cognitive and behavioral profiles. On the other hand, national and international scientific literature shows that inclusive dynamics are strongly influenced by teachers’ opinions, attitudes and sense of self-efficacy on students with ASD. Based on these premises, the current study explores the opinions of future support teachers about their role in promoting the full participation of students with ASD and, particularly, whether attendance of the Specialization Course for educational support activities for pupils with disabilities may influence their opinions.

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