Salta al menu principale di navigazione Salta al contenuto principale Salta al piè di pagina del sito

Articoli/Articles

V. 14 N. 1 (2023): Didattica universitaria, innovazione e inclusione. Valutazione e 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
Inviata
23 gennaio 2023
Pubblicato
21-07-2023

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.

Riferimenti bibliografici

  1. Aiello P., Corona F., and Sibilio M. (2014). Ipotesi di evoluzione funzionale dell'insegnante di sostegno in Italia. Italian Journal of Special Education for Inclusion, 2(2): 21-34.
  2. Aiello P., Di Gennaro D. C., Girelli L., and Olley J. G. (2018). Inclusione e atteggiamenti dei docenti verso gli studenti con disturbo dello spettro autistico: suggestioni da uno studio pilota. Formazione & Insegnamento. Rivista internazionale di Scienze dell'educazione e della formazione, 16(1): 175-188.
  3. Aiello P., Pace E. M., Dimitrov D. M., and Sibilio M. (2017). A study on the perceptions and efficacy towards inclusive practices of teacher trainees. Italian Journal of Educational Research, (19): 13-28.
  4. Aiello P., Sharma U., Di Gennaro D., Dimitrov D., Pace E. M., Zollo I., and Sibilio M. (2019). A study on Italian teachers’ sentiments, attitudes and concerns towards inclusive education. Formazione, lavoro, persona, 20: 10-24.
  5. Ainscow M., Booth T., and Dyson A. (2006). Improving schools, developing inclusion. Routledge.
  6. Antonios F. (2022). Ma come la pensano gli insegnanti?: L’emancipazione dalla pedagogia della distinzione: atteggiamenti e opinioni sull’inclusione degli studenti con ASD in Grecia. In Transformando la educación a través del conocimiento (pp. 366-377). Octaedro.
  7. Barned N. E., Knapp N. F., and Neuharth-Pritchett S. (2011). Knowledge and attitudes of early childhood preservice teachers regarding the inclusion of children with autism spectrum disorder. Journal of Early Childhood Teacher Education, 32(4): 302-321.
  8. Bellacicco R. (2019). Un profilo inclusivo per il docente di sostegno in formazione: l’efficacia del corso di specializzazione dell’Ateneo di Torino. Education Sciences & Society, 1: 135-156.
  9. Bolourian Y., Losh A., Hamsho N., Eisenhower A., and Blacher J. (2022). General education teachers’ perceptions of autism, inclusive practices, and relationship building strategies. Journal of autism and developmental disorders, 52(9): 3977-3990.
  10. Brown P., Corrigan M. W., and Higgins-D’Alessandro A. (Eds.) (2012). Handbook of prosocial education (Vol. 1). Rowman & Littlefield.
  11. Canevaro A. (2004). La formazione degli insegnanti per l’inclusione. L’integrazione scolastica e sociale, 3(2): 104-113.
  12. Cassimos D. C., Polychronopoulou S. A., Tripsianis G. I., and Syriopoulou-Delli C. K. (2015). Views and attitudes of teachers on the educational integration of students with autism spectrum disorders. Developmental neurorehabilitation, 18(4): 241-251.
  13. Cottini L. (2017). Didattica speciale e inclusione scolastica (pp. 1-435). Roma: Carocci.
  14. Cottini L. (2018). La dimensione dell'inclusione scolastica richiede ancora una didattica speciale?. L’integrazione scolastica e sociale, 17(1): 11-19.
  15. De Anna L., Gaspari P., Mura A. (a cura di) (2015). L’insegnante specializzato. Itinerari di formazione per la professione. Milano: FrancoAngeli.
  16. European Agency for Special Needs and Inclusive Education (2022). Profile for Inclusive Teacher Professional Learning: Including all education professionals in teacher professional learning for inclusion. (A. De Vroey, A. Lecheval and A. Watkins, eds.). Odense, Denmark.
  17. Forlin C., and Chambers D. (2011). Teacher preparation for inclusive education: Increasing knowledge but raising concerns. Asia-Pacific Journal of teacher education, 39(1): 17-32.
  18. Gall M.D., Borg W.R. and Gall J.P. (1996). Educational research: An introduction (6th ed.). New York: Longman.
  19. Gazzetta Ufficiale. (Serie Generale n. 39 del 17-02-1992 - Suppl. Ordinario n. 30) Legge 5 febbraio 1992, n. 104. Legge-quadro per l’assistenza, l’integrazione sociale e i diritti delle persone handicappate. Available at: https://www.gazzettaufficiale.it/eli/id/1992/02/17/092G0108/sg.
  20. Gazzetta Ufficiale n.78 (2-4-2012). Decreto 30 settembre 2011. Criteri e modalità per lo svolgimento dei corsi di formazione per il conseguimento della specializzazione per le attività di sostegno, ai sensi degli articoli 5 e 13 del decreto 10 settembre 2010, n. 249. Available at: https://www.gazzettaufficiale.it/atto/stampa/serie_generale/originario.
  21. Gioia D. A., Corley K. G., and Hamilton A. L. (2013). Seeking qualitative rigor in inductive research: Notes on the Gioia methodology. Organizational research methods, 16(1): 15-31.
  22. Goussot A. (2014). Quale evoluzione per il sostegno? L’insegnante specializzato di sostegno come tecnico della mediazione pedagogica e dei percorsi indiretti?. Italian Journal of Special Education for Inclusion, 2(2): 55-66.
  23. Gregor E. M., and Campbell E. (2001). The attitudes of teachers in Scotland to the integration of children with autism into mainstream schools. Autism, 5(2): 189-207.
  24. Humphrey N., and Symes W. (2013). Inclusive education for pupils with autistic spectrum disorders in secondary mainstream schools: teacher attitudes, experience and knowledge. International Journal of Inclusive Education, 17(1): 32-46.
  25. Ianes D., Demo H., and Zambotti F. (2010). Gli insegnanti e l'integrazione: atteggiamenti, opinioni e pratiche. Edizioni Erickson.
  26. Khalfaoui A., García-Carrión R., and Villardón-Gallego L. (2021). A systematic review of the literature on aspects affecting positive classroom climate in multicultural early childhood education. Early Childhood Education Journal, 49(1): 71-81.
  27. Kisbu-Sakarya Y., and Doenyas C. (2021). Can school teachers’ willingness to teach ASD-inclusion classes be increased via special education training? Uncovering mediating mechanisms. Research in Developmental Disabilities, 113, 103941.
  28. Lanterman C. S., and Applequist K. (2018). Pre-service teachers' beliefs: Impact of training in universal design for learning. Exceptionality Education International, 28(3).
  29. Leatherman J. M., and Niemeyer J. A. (2005). Teachers’ attitudes toward inclusion: Factors influencing classroom practice. Journal of Early Childhood Teacher Education, 26(1): 23-36.
  30. Leblanc L., Richardson W., and Burns K. A. (2009). Autism spectrum disorder and the inclusive classroom: Effective training to enhance knowledge of ASD and evidence-based practices. Teacher Education and Special Education, 32(2): 166-179. DOI: 10.1177/0741932507334279.
  31. Murdaca A. M., Oliva P., and Panarello P. (2016). L’insegnante inclusivo: fattori individuali, percezione della disabilità e strategie didattiche. Formazione & Insegnamento. Rivista internazionale di Scienze dell'educazione e della formazione, 14(3): 277-286.
  32. Park M., and Chitiyo M. (2010). An examination of teacher attitudes towards children with autism. Journal of Research in Special Educational Needs, 11(1): 70-78. DOI: 10. 1111/j.1471-3802.2010.01181.x.
  33. Parsons L. D., Miller H., and Deris A. R. (2016). The effects of special education training on educator efficacy in classroom management and inclusive strategy use for students with autism in inclusion classes. Journal of the American Academy of Special Education Professionals, 8(1): 7-16.
  34. Roche R.O. (2002). L’intelligenza prosociale. Trento: Erickson.
  35. Russell A., Scriney A., and Smyth S. (2022). Educator Attitudes towards the inclusion of students with autism spectrum disorders in mainstream education: a systematic review. Review Journal of Autism and Developmental Disorders, 1-15.
  36. Sala R., Zanfroni E., and d’Alonzo L. (2017). Lavorare con alunni con autismo: i bisogni formativi degli insegnanti. Form@re - Open Journal per la formazione in rete, 17(3): 291-302. DOI: 10.13128/formare-21266.
  37. St. Louis K. O., Węsierska K., and Polewczyk I. (2018). Improving Polish stuttering attitudes: An experimental study of teachers and university students. American journal of speech-language pathology, 27(3S): 1195-1210.
  38. Syriopoulou-Delli C. K., Cassimoss D. C., Tripsianis G. I., and Polychronopoulou S. A. (2012). Teachers’ perceptions regarding the management of children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(5): 755-768. DOI: 10.1007/s10803-011-1309-7.

Metriche

Caricamento metriche ...