NAGIOS: RODERIC FUNCIONANDO

Teachers Attitudes toward Autism Spectrum Disorder: A Systematic Review

Repositori DSpace/Manakin

IMPORTANT: Aquest repositori està en una versió antiga des del 3/12/2023. La nova instal.lació está en https://roderic.uv.es/

Teachers Attitudes toward Autism Spectrum Disorder: A Systematic Review

dc.contributor.author	Gómez Marí, Irene
dc.contributor.author	Sanz Cervera, Pilar
dc.contributor.author	Tárraga Mínguez, Raúl
dc.date.accessioned	2022-02-22T13:01:48Z
dc.date.available	2022-02-22T13:01:48Z
dc.date.issued	2022
dc.identifier.citation	Gómez Marí, Irene Sanz Cervera, Pilar Tárraga Mínguez, Raúl 2022 Teachers Attitudes toward Autism Spectrum Disorder: A Systematic Review Education Sciences 12 (2) 138
dc.identifier.uri	https://hdl.handle.net/10550/81691
dc.description.abstract	Teachers' attitudes toward the inclusion of students with autism spectrum disorder (ASD) in mainstream schools influence daily educational practices. Depending on whether these attitudes are favorable or not, inclusive education could be fully or partially reached. This systematic review aims to analyze teachers' attitudes toward ASD and to determine the variables that moderate them. (2) We conducted a systematic review in WoS, Scopus, and PsycINFO databases, obtaining an amount of 16 studies included in this review. (3) The results revealed inconclusive levels in teachers' attitudes: Some of the teachers reported positive attitudes, some neutral, and some negative. (4) Among the variables that probably moderate attitudes, we found knowledge, experience, training, and gender. Future research and implications for pre‐service and in‐service teachers, school administrators, and policy makers are suggested.
dc.language.iso	eng
dc.relation.ispartof	Education Sciences, 2022, vol. 12 (2), num. 138
dc.subject	Professors Actituds
dc.subject	Autisme
dc.subject	Professors Formació
dc.title	Teachers Attitudes toward Autism Spectrum Disorder: A Systematic Review
dc.type	journal article	es_ES
dc.date.updated	2022-02-22T13:01:49Z
dc.identifier.doi	10.3390/educsci12020138
dc.identifier.idgrec	150419
dc.rights.accessRights	open access	es_ES