The Relation and Comparison Between Attitude To Inclusion and Self efficacy Among Special and Regular Education Teachers with Students of Autism Spectrum Disorder

Subject Areas : Journal of Educational Psychology

َAَbbasali Taghipour javan ¹ , gholam ali afrooz ² , saeed Hasanzade ³ , Masoud Lavasani ⁴

1 - PhD student, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
2 - Professor, Department of Psychology of Exceptional Children, Faculty of Psychology, University of Tehran, Tehran, Iran
3 - Associate Professor, Department of Psychology and Education of Exceptional Children, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
4 - Department of Educational Psychology and Counseling, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran

Received: 2019-07-24 Accepted : 2020-02-05 Published : 2020-02-20

Keywords: Self-efficacy, Attitude, autism spectrum disorder, inclusion, special education teachers,

Abstract :

   The research was conducted with the aim of comparing the attitude and self-efficacy of special and regular teachers with students with autism spectrum disorder. The research method was comparative. The research population included all special education teachers and regular education teachers with autistic students in the academic year 2017-2018 in Mazandaran province. The target sample was 30 teachers, 15 teachers were randomly selected from among the exceptional schools in the province and 15 teachers were randomly selected and evaluated from the regular education teachers with autistic students. The instrument used was Saeedi Vesalimanundi's Inclusive Education Attitude Survey Questionnaire (2005) and Teacher Self-Efficacy by Schanen, Moran and Woolfolk (2001). The data were analyzed with descriptive statistics and independent T-statistics and correlation coefficient. The results of the research showed that there is a significant difference between the attitude and self-efficacy of regular education teachers and special education teachers in the inclusion of autistic students, and special education teachers have better attitudes and self-efficacy than regular teachers in different dimensions. Also, there is a relationship between teachers' attitude and self-efficacy in the inclusion of autistic students.