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Do labels matter? Analysis of teachers' self-efficacy towards the autism spectrum disorder depending on the diagnostic label used (ASD or Asperger's)

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Do labels matter? Analysis of teachers' self-efficacy towards the autism spectrum disorder depending on the diagnostic label used (ASD or Asperger's)

dc.contributor.author	Gómez Marí, Irene
dc.contributor.author	Pastor Cerezuela, Gemma
dc.contributor.author	Lacruz Pérez, Irene
dc.contributor.author	Tárraga Mínguez, Raúl
dc.date.accessioned	2022-12-21T11:45:58Z
dc.date.available	2022-12-21T11:45:58Z
dc.date.issued	2023
dc.identifier.citation	Gómez Marí, Irene Pastor Cerezuela, Gemma Lacruz Pérez, Irene Tárraga Mínguez, Raúl 2023 Do labels matter? Analysis of teachers' self-efficacy towards the autism spectrum disorder depending on the diagnostic label used (ASD or Asperger's) Journal of Research in Special Educational Needs
dc.identifier.uri	https://hdl.handle.net/10550/84843
dc.description.abstract	Changes in the classification of autism and Asperger's syndrome led to changes in social perception of ASD. Since last criteria, studies indicate higher levels of stigma towards ASD than towards Asperger's. These prejudices are barriers to inclusive education. Thus, it is relevant (1) to evaluate preservice teachers' self-efficacy towards the label of ASD; (2) to evaluate pre-service teachers' selfefficacy towards the label of Asperger's and (3) to compare those results to analyse whether the use of different diagnostic labels brings about different levels of self-efficacy. One hundred and eighty-six primary education pre-service teachers participated in the current study. Two adaptations of the Autism Self-Efficacy Scale for Teachers (ASSET) were used: a version with the label of 'ASD' (n = 96) and another for 'Asperger's' (n = 90). The scores obtained by the group asked about ASD were high according to the ASSET score range, while the scores obtained by the group asked about Asperger's were medium. After comparing the results, participants asked about the label ASD showed higher levels of self-efficacy than participants asked about Asperger's. These results could be a consequence of the consolidation of the ASD diagnosis among society and the higher presence of children with ASD in schools and cultural products, among other factors.
dc.language.iso	eng
dc.relation.ispartof	Journal of Research in Special Educational Needs, 2023
dc.subject	Autisme
dc.subject	Educació Investigació
dc.subject	Educació psicomotriu
dc.subject	Trastorns de l'aprenentatge
dc.subject	Educació Investigació
dc.title	Do labels matter? Analysis of teachers' self-efficacy towards the autism spectrum disorder depending on the diagnostic label used (ASD or Asperger's)
dc.type	journal article	es_ES
dc.date.updated	2022-12-21T11:45:59Z
dc.identifier.idgrec	156046
dc.rights.accessRights	open access	es_ES