Teachers' attitudes towards the inclusion of children with autism and their peer social acceptance across schools in Mount Lebanon and Beirut (Record no. 19890)

MARC details
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fixed length control field 02567nam a2200289Ia 4500
005 - DATE AND TIME OF LATEST TRANSACTION
control field 20191209140458.0
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040 ## - CATALOGING SOURCE
Original cataloging agency LB-BrCRDP
100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Daher Al Rayess, Howaida
Miscellaneous information Master Education
245 10 - TITLE STATEMENT
Title Teachers' attitudes towards the inclusion of children with autism and their peer social acceptance across schools in Mount Lebanon and Beirut
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Lebanese American University. School of Arts and Sciences. Education Department
Date of publication, distribution, etc. 2014
300 ## - PHYSICAL DESCRIPTION
Extent 95 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. 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
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Autism
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Autisme
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Children with special needs Teachers attitudes and conceptions
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Enfants avec des besoins spéciaux
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Inclusion scolaire
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Les Attitudes et conceptions des enseignants
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element School Inclusion
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element التوحد
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element الدمج المدرسي بيروت وجبل لبنان
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element ذوو الاحتياجات الخاصة مواقف المعلمين وتصوراتهم
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Shamaa
Uniform Resource Identifier <a href="http://search.shamaa.org/FullRecord?ID=102948">http://search.shamaa.org/FullRecord?ID=102948</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية
Source of classification or shelving scheme Dewey Decimal Classification

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