000121122 001__ 121122
000121122 005__ 20240319081006.0
000121122 0247_ $$2doi$$a10.1177/10883576211073692
000121122 0248_ $$2sideral$$a131473
000121122 037__ $$aART-2022-131473
000121122 041__ $$aeng
000121122 100__ $$0(orcid)0000-0002-6083-8759$$aLatorre-Cosculluela, Cecilia$$uUniversidad de Zaragoza
000121122 245__ $$aOpportunities to learn for children with autism spectrum disorders: effects of the perceived efficacy of teacher practices and drivers of inclusion
000121122 260__ $$c2022
000121122 5060_ $$aAccess copy available to the general public$$fUnrestricted
000121122 5203_ $$aOne of the factors linked to the successful inclusion of children with autism spectrum disorder (ASD) is the idea that the attitudes of teaching professionals are related to the perceived efficacy of educational practices. The aim of this study was to explore the relationships between the perceived efficacy of a set of practices specifically aimed at children with ASD and the perceived drivers and attitudes toward their full inclusion. We estimated a structural equation model that included socioprofessional variables of the 454 teachers taking part in the study. The results show that greater efficacy of the practices implemented with children with ASD results in more positive attitudes toward the education of these children in inclusive settings. Similarly, drivers of inclusion also improve teachers’ attitudes toward these children. The findings suggest the need to improve teacher training and provide teachers with the resources necessary to adapt their practices to all children.
000121122 536__ $$9info:eu-repo/grantAgreement/ES/DGA/C229-2016
000121122 540__ $$9info:eu-repo/semantics/openAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000121122 590__ $$a2.0$$b2022
000121122 592__ $$a0.695$$b2022
000121122 591__ $$aEDUCATION, SPECIAL$$b19 / 43 = 0.442$$c2022$$dQ2$$eT2
000121122 593__ $$aNeurology (clinical)$$c2022$$dQ2
000121122 591__ $$aREHABILITATION$$b30 / 73 = 0.411$$c2022$$dQ2$$eT2
000121122 593__ $$aNeurology$$c2022$$dQ2
000121122 591__ $$aPSYCHOLOGY, DEVELOPMENTAL$$b55 / 77 = 0.714$$c2022$$dQ3$$eT3
000121122 593__ $$aPsychiatry and Mental Health$$c2022$$dQ2
000121122 593__ $$aPediatrics, Perinatology and Child Health$$c2022$$dQ2
000121122 593__ $$aCognitive Neuroscience$$c2022$$dQ3
000121122 594__ $$a3.4$$b2022
000121122 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000121122 700__ $$0(orcid)0000-0002-9685-8399$$aLiesa-Orús, Marta$$uUniversidad de Zaragoza
000121122 700__ $$0(orcid)0000-0001-9319-5895$$aRivera-Torres, Pilar$$uUniversidad de Zaragoza
000121122 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000121122 7102_ $$14011$$2095$$aUniversidad de Zaragoza$$bDpto. Direc.Mark.Inves.Mercad.$$cÁrea Comerci.Investig.Mercados
000121122 773__ $$g37, 2 (2022), 108-119$$pFOCUS ON AUTISM AND OTHER DEVELOPMENTAL DISABILITIES$$tFOCUS ON AUTISM AND OTHER DEVELOPMENTAL DISABILITIES$$x1088-3576
000121122 8564_ $$s432722$$uhttps://zaguan.unizar.es/record/121122/files/texto_completo.pdf$$yPostprint
000121122 8564_ $$s552243$$uhttps://zaguan.unizar.es/record/121122/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint
000121122 909CO $$ooai:zaguan.unizar.es:121122$$particulos$$pdriver
000121122 951__ $$a2024-03-18-14:41:30
000121122 980__ $$aARTICLE