Teachers' attitudes towards the inclusion of children with autism and their peer social acceptance across schools in Mount Lebanon and Beirut. (c2014)

Abstract

This study examines the attitudes of regular and special education teachers towards the inclusion of children with autism across four private inclusive schools in Mount Lebanon and Beirut. The study aims at revealing possible differences in teachers' attitudes based on teacher-related variables: gender, age, years of experience, training and previous exposure to children with disabilities. A total of 35 elementary-level teachers were surveyed using the Autism Attitude Scale for Teachers. The results showed that teachers‟ attitudes towards autism are generally positive; however, special educators had significantly more positive attitudes than general educators. Teachers with in-service or formal training in teaching students with autism held more positive attitudes than their colleagues. Differences in attitudes based on gender, age and years of experience were statistically insignificant. Peer social acceptance was assessed using sociometric measures. Five inclusive classes with typically one child with autism were examined. Results showed in 3 of the 5 surveyed classes, the exceptional child was neglected, whereas in the other two, the child was well integrated socially. This study has important implications for promoting social acceptance of students with autism in inclusive settings, especially with regards to teacher training and peer-mediated interventions.