Abu-Hamour, B., & Muhaidat, M.
(2013). Special education teachers’ attitudes toward inclusion of students with autism.
The Journal of the International Association of Special Education, 14, 34-40.

Abstract

This study investigated the attitudes of special education teachers in the city of Amman, Jordan, toward the inclusion of students with autism in public schools and what the teachers believed to be the most important prerequisite skills for successful inclusion. Ninety two special education teachers were selected to complete the survey. The researchers explored whether variable demographic characteristics such as age, gender, education levels, years of teaching experience, center type, and specialized training on autism correlated with the attitudes of teachers towards inclusion of students with autism in public schools. The analyses revealed that the variables that correlated with teachers’ attitudes towards inclusion were age, education levels, years of teaching experience, and center type. The themes behind the teachers’ attitudes for inclusion are discussed as well. The teachers believed that the following prerequisite skills, in that order, are needed for successful inclusion: independent skills, imitation skills, behavioral skills, playing skills, social skills, routine skills, attention skills, language skills, and pre-academic and academic skills.

Keywords: Special Education, Learning Disabilities.