Teachers' attitudes towards the inclusion of children with autism and their peer social acceptance across schools in Mount Lebanon and Beirut (Record no. 20710)

MARC details
000 -LEADER
fixed length control field 02428nam a2200265Ia 4500
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
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100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Rayess, Howaida Daher
Miscellaneous information Master
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
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 Beyrouth et Mont Liban
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Topical term or geographic name entry element Children with special needs
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Enfants avec des besoins spéciaux
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Topical term or geographic name entry element Inclusion scolaire
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Topical term or geographic name entry element Pairs
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Topical term or geographic name entry element Peers
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Topical term or geographic name entry element School Inclusion Beirut and Mount Lebanon
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Topical term or geographic name entry element الأقران
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
856 ## - ELECTRONIC LOCATION AND ACCESS
Uniform Resource Identifier <a href="https://librarycatalog.lau.edu.lb/olib9?infile=details.glu&loid=994134&rs=420624&hitno=1">https://librarycatalog.lau.edu.lb/olib9?infile=details.glu&loid=994134&rs=420624&hitno=1</a>
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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