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Titolo:
The attitudes of teachers in Scotland to the integration of children with autism into mainstream schools
Autore:
McGregor, E; Campbell, E;
Indirizzi:
Univ Dundee, Dundee DD1 4HN, Scotland Univ Dundee Dundee Scotland DD1 4HN niv Dundee, Dundee DD1 4HN, Scotland Univ Abertay, Dundee, Scotland Univ Abertay Dundee ScotlandUniv Abertay, Dundee, Scotland
Titolo Testata:
AUTISM
fascicolo: 2, volume: 5, anno: 2001,
pagine: 189 - 207
SICI:
1362-3613(200106)5:2<189:TAOTIS>2.0.ZU;2-H
Fonte:
ISI
Lingua:
ENG
Soggetto:
SOCIAL-INTERACTION; STUDENTS; STRATEGIES; PEERS;
Keywords:
autism; integration; teachers' attitudes;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
22
Recensione:
Indirizzi per estratti:
Indirizzo: McGregor, E Children Scotland, 5 Shandwick Pl, Edinburgh EH2 4RG, Midlothian, Scotland Children Scotland 5 Shandwick Pl Edinburgh Midlothian ScotlandEH2 4RG
Citazione:
E. McGregor e E. Campbell, "The attitudes of teachers in Scotland to the integration of children with autism into mainstream schools", AUTISM, 5(2), 2001, pp. 189-207

Abstract

Around 4600 school-age children in Scotland fall within the spectrum of autistic disorders, of whom 780 have been identified in schools. This study sought the views of 23 specialist and 49 mainstream teachers, 22 with experience of autism, 27 without. They were questioned about the advantages and disadvantages of integration into mainstream for autistic children, their own ability to cope and predictors of success. Questionnaires were issued to special units and to mainstream primary and secondary schools. A minority of mainstream respondents believed children with autism should be integratedwhere possible. Mainstream teachers with experience of autism showed more confidence to deal with the children than those without experience. Many expressed concerns about effects on mainstream pupils but most were willing to undertake more training. Specialist teachers were more positive, althoughthey acknowledged possible disadvantages for both groups of children and stressed that the success of integration depends on the individual child.

ASDD Area Sistemi Dipartimentali e Documentali, Università di Bologna, Catalogo delle riviste ed altri periodici
Documento generato il 25/01/20 alle ore 09:38:43