期刊論文
Assessing the relationship between teacher inclusive beliefs, behaviors, and competences of students with autism spectrum disorders
EdLink- Assessing the relationship between teacher inclusive beliefs, behaviors, and competences of students with autism spectrum disorders
- Springer
- 2024
-
- Hong Kong
-
- 1997.7 onwards
-
- 中學教育
- 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.
-
- 英文
- 期刊論文
-
- 01623257
- https://bibliography.lib.eduhk.hk/tc/bibs/aa3f84b4
- 2024-12-06
最近的期刊論文
Young Chinese language learners' L2 motivational self system and learning achievement in Chinese literacy acquisition期刊論文
Will generative AI replace teachers in higher education? A study of teacher and student perceptions期刊論文
Within- and out-of-school FL exposure and learning: An expectancy-value theory perspective on FL listening motivation期刊論文
Weaving the fabric of social and emotional learning in the context of teaching: A study in a Hong Kong kindergarten classrooms期刊論文
What do music listening tests assess? Applying the Rasch testlet models to the HKDSE data期刊論文
Validation of Service-Learning Outcomes Measurement Scale-Short Version (S-LOMS-SV) with new samples and cross-cultural comparisons期刊論文
Using expansive learning to design and implement video-annotated peer feedback in an undergraduate general education module期刊論文
Unlocking CLIL success: Exploring the interplay between students' self-regulation levels, linguistic challenges and learning outcomes in Hong Kong secondary education期刊論文