000127069 001__ 127069
000127069 005__ 20240319081015.0
000127069 0247_ $$2doi$$a10.1080/08856257.2022.2120330
000127069 0248_ $$2sideral$$a130588
000127069 037__ $$aART-2022-130588
000127069 041__ $$aeng
000127069 100__ $$0(orcid)0000-0002-6083-8759$$aLatorre-Cosculluela, Cecilia$$uUniversidad de Zaragoza
000127069 245__ $$aExploring teachers’ perceptions of effective inclusive practices with students with ASD: a structural equation modelling approach
000127069 260__ $$c2022
000127069 5060_ $$aAccess copy available to the general public$$fUnrestricted
000127069 5203_ $$aThe role of teachers is considered one of the most decisive factors in the success or failure of a child with Special Educational Needs being taught and learning alongside their peers in mainstream settings. The objective of this study is to analyse the perceived efficacy of inclusive practices in achieving quality educational inclusion, and the intensity with which they are implemented in mainstream schooling contexts. The aim is also to study whether there is a positive effect of this perceived efficacy in achieving quality inclusion on pupils with Autism Spectrum Disorders. Similarly, it is analysed whether there is a mediating effect in this relationship of the variable related to the intensity of use (understood as the degree of use that teachers make of inclusive practices). To this end, 454 teachers from the Spanish education system completed an online questionnaire. Use of structural equation modelling reveals that the efficacy teachers perceive of the inclusive practices has positive effects on achieving the inclusion of these pupils. We found a mediating effect of the intensity with which the practices are implemented on this achievement of inclusion. The implications of these results are discussed with a view to introducing improvements in prior teacher-training programme to empower and improve the confidence teachers have in their inclusive practices.
000127069 536__ $$9info:eu-repo/grantAgreement/ES/DGA/S49-17R
000127069 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc$$uhttp://creativecommons.org/licenses/by-nc/3.0/es/
000127069 590__ $$a2.6$$b2022
000127069 591__ $$aEDUCATION, SPECIAL$$b7 / 43 = 0.163$$c2022$$dQ1$$eT1
000127069 592__ $$a0.811$$b2022
000127069 593__ $$aEducation$$c2022$$dQ1
000127069 593__ $$aHealth Professions (miscellaneous)$$c2022$$dQ1
000127069 593__ $$aDevelopmental and Educational Psychology$$c2022$$dQ2
000127069 594__ $$a4.5$$b2022
000127069 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/acceptedVersion
000127069 700__ $$0(orcid)0000-0001-9319-5895$$aRivera-Torres, Pilar$$uUniversidad de Zaragoza
000127069 700__ $$0(orcid)0000-0002-9685-8399$$aLiesa-Orús, Marta$$uUniversidad de Zaragoza
000127069 7102_ $$14001$$2215$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Didáctica y Organiz. Esc.
000127069 7102_ $$14011$$2095$$aUniversidad de Zaragoza$$bDpto. Direc.Mark.Inves.Mercad.$$cÁrea Comerci.Investig.Mercados
000127069 773__ $$g38, 4 (2022), 466-481$$pEur. j. spec. needs educ.$$tEuropean journal of special needs education$$x0885-6257
000127069 8564_ $$s397006$$uhttps://zaguan.unizar.es/record/127069/files/texto_completo.pdf$$yPostprint
000127069 8564_ $$s984709$$uhttps://zaguan.unizar.es/record/127069/files/texto_completo.jpg?subformat=icon$$xicon$$yPostprint
000127069 909CO $$ooai:zaguan.unizar.es:127069$$particulos$$pdriver
000127069 951__ $$a2024-03-18-15:30:04
000127069 980__ $$aARTICLE