Changing teachers conceptions of autism spectrum disorder : a training to increase knowledge, improve self-efficacy, and assess attitudes toward inclusion -

Abstract

The literature shows that training presentations and workshops increase knowledge of teachers about Autism Spectrum Disorder (ASD), make the process of inclusion more successful, lead to more favorable attitudes toward inclusion, decrease stigma toward ASD and consequently lead to greater feelings of self-efficacy. Self-efficacy of teachers pertains to the certainty they feel towards having an impact on student learning. The literature also shows that self-efficacy of teachers affects their performance when working with students with ASD. Some studies attended to the knowledge factor, specifying that increased knowledge about ASD enhanced self-efficacy of teachers. Other studies have focused on attitudes toward inclusion in mainstream settings, which impact self-efficacy as well. The present study was divided into two parts. The primary aim of Study 1 was to assess the effects of a training presentation about autism on increasing knowledge about ASD, making attitudes toward inclusion more favorable, decreasing stigma toward ASD and improving self-efficacy of teachers. The secondary aim of Study 1 was to assess the maintenance of acquired knowledge about ASD, changes in attitudes toward inclusion, stigma toward ASD, and levels of self-efficacy four weeks following the training. The aim of Study 2 was to systematically replicate and expand upon the literature concerning factors that impact self-efficacy. Specifically, the aim was to examine the effects of these factors taken together, knowledge about ASD, attitudes toward inclusion, stigma toward ASD and demographic characteristics on the self-efficacy of teachers working with students on the spectrum. A total of 92 general, special and shadow teachers were recruited from different schools in Lebanon. The main findings of Study 1 were that the training had a positive impact on knowledge and self-efficacy of teachers. The training, however, could not impact attitudes toward inclusion and stigma of teachers toward ASD, as the pretest results obtained prior to the tr