Exploring teachers’ perceptions of effective inclusive practices with students with ASD: a structural equation modelling approach
Latorre-Cosculluela, Cecilia (Universidad de Zaragoza) ; Rivera-Torres, Pilar (Universidad de Zaragoza) ; Liesa-Orús, Marta (Universidad de Zaragoza)
Resumen: The 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.
Idioma: Inglés
DOI: 10.1080/08856257.2022.2120330
Año: 2022
Publicado en: European journal of special needs education 38, 4 (2022), 466-481
ISSN: 0885-6257
Factor impacto JCR: 2.6 (2022)
Categ. JCR: EDUCATION, SPECIAL rank: 7 / 43 = 0.163 (2022) - Q1 - T1
Factor impacto CITESCORE: 4.5 - Social Sciences (Q1) - Health Professions (Q1) - Psychology (Q2)
Factor impacto SCIMAGO: 0.811 - Education (Q1) - Health Professions (miscellaneous) (Q1) - Developmental and Educational Psychology (Q2)
Financiación: info:eu-repo/grantAgreement/ES/DGA/S49-17R
Tipo y forma: Article (PostPrint)
Área (Departamento): Área Didáctica y Organiz. Esc. (Dpto. Ciencias de la Educación)
Área (Departamento): Área Comerci.Investig.Mercados (Dpto. Direc.Mark.Inves.Mercad.)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes.
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Idioma: Inglés
DOI: 10.1080/08856257.2022.2120330
Año: 2022
Publicado en: European journal of special needs education 38, 4 (2022), 466-481
ISSN: 0885-6257
Factor impacto JCR: 2.6 (2022)
Categ. JCR: EDUCATION, SPECIAL rank: 7 / 43 = 0.163 (2022) - Q1 - T1
Factor impacto CITESCORE: 4.5 - Social Sciences (Q1) - Health Professions (Q1) - Psychology (Q2)
Factor impacto SCIMAGO: 0.811 - Education (Q1) - Health Professions (miscellaneous) (Q1) - Developmental and Educational Psychology (Q2)
Financiación: info:eu-repo/grantAgreement/ES/DGA/S49-17R
Tipo y forma: Article (PostPrint)
Área (Departamento): Área Didáctica y Organiz. Esc. (Dpto. Ciencias de la Educación)
Área (Departamento): Área Comerci.Investig.Mercados (Dpto. Direc.Mark.Inves.Mercad.)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes. Exportado de SIDERAL (2024-03-18-15:30:04)
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Record created 2023-09-04, last modified 2024-03-19