Assessing the relationship between teacher inclusive beliefs, behaviors, and competences of students with autism spectrum disorders

Assessing the relationship between teacher inclusive beliefs, behaviors, and competences of students with autism spectrum disorders

• Pang, Feifan The Education University of Hong Kong
• Yang, Lan The Education University of Hong Kong
• Tse, Choi Yeung Andy The Education University of Hong Kong
• Sin, Kuen Fung Kenneth The Education University of Hong Kong

Journal of Autism and Developmental Disorders, 2024

Springer

2024

• E Special Education
  • ED Education for Students with Behavioural Problem

Theory of Planned Behavior Inclusive Education Teacher Inclusiveness Autism Spectrum Disorders Students with ASD

• Hong Kong

• 1997.7 onwards

• Secondary Education

This study examined the associations between teachers’ beliefs and behaviors related to inclusive education (IE) and their evaluations of social and academic competences in students with Autism Spectrum Disorder (ASD) – important indicators of IE. Utilizing the Theory of Planned Behavior (TPB), the research investigated how teachers’ intentions to implement IE and their supportive practices affected the social and academic competences of students with ASD. The study involved 267 teachers from 78 mainstream secondary schools in Hong Kong. Teachers completed a questionnaire assessing attitudes, subjective norms, perceived behavioral control, and intention to implement IE. Information on teachers’ practices supporting students with ASD and their evaluations of social and academic competences of these students was also collected. Structural equation modeling (SEM) was used to analyze the relationships between these variables. Correlation analysis revealed positive and significant associations between teachers’ beliefs, inclusive practices, and their evaluations of social and academic competences of students with ASD. SEM indicated that perceived behavioral control significantly and positively influenced the social and academic competences of students with ASD through teachers’ inclusive practices. This study highlights the vital role of teachers’ control beliefs and inclusive practices in fostering the social and academic competences of students with ASD. By applying the TPB and SEM, the research contributes to understanding how teachers’ intentions and behaviors in implementing IE impact students’ outcomes. The findings offer practical implications for enhancing inclusive education practices for supporting students with ASD in mainstream schools. Copyright © 2024 The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

• English

Journal Articles

• 01623257

• 10.1007/s10803-024-06473-5

https://bibliography.lib.eduhk.hk/bibs/aa3f84b4

2024-12-06