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ATTITUDES OF TEACHERS TO JOINT EDUCATION OF STUDENTS WITH AUTISM SPECTRUM DISORDER
Abstract
The paper focuses on joint education of students with autism spectrum disorder in elementary schools. The paper presents the results of a research study, the principle objective of which was to assess the attitudes of teachers to the process of integration of students with autism spectrum disorder. The purpose of the research study was also to determine whether there was an association between the teachers attitudes to the integration of a student with ASD in the context of the teachers experience with educating these students. And whether there was an association between the length of teaching experience and the attitude to joint education of students with ASD. The research involved elementary school teachers. The research tool was the questionnaire. The results of the research did not suggest an association between the attitudes to integration and experience with integration. The research did not confirm that teachers who worked or work with children with autism spectrum disorder would show a more positive opinion about integration compared with teachers without such experience. On the other hand, a correlation was confirmed between the length of teaching experience and attitude to integration. According to the research study, teachers with shorter experience are more inclined to the integration of students with ASD compared with more experienced teachers.
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