VIEWS OF PARENTS WITH TYPICAL EDUCATION CHILDREN ABOUT INCLUSION OF CHILDREN WITH AUTISM IN GENERAL SCHOOL

Authors

  • Zaragas Harilaos Assistant Professor, Department of Preschool Education, University of Ioannina, Epirus, Greece
  • Sarris Dimitrios Assistant Professor of Special Education, Director of Laboratory Hall of Special and Therapeutic Education, Department of Preschool Education, University of Ioannina, Epirus, Greece
  • Exarchou Evangelia Postgraduate Student, Department of Preschool Education, Laboratory researcher of Specialty and Therapeutic Treatment, University of Ioannina, Epirus, Greece
  • Papadimitropoulou Panagoula Laboratory researcher of Specialty and Therapeutic Treatment, University of Ioannina, Epirus, Greece
  • Exarchos Konstantinos Primary schoolteacher, Epirus, Greece
  • Maglara Vasiliki Kindergarten teacher, Epirus Greece

DOI:

https://doi.org/10.46827/ejse.v6i1.3154

Keywords:

autism spectrum disorder, inclusion, parents, general school

Abstract

In recent decades, the debate over the successful implementation of accession policy has been growing. Teachers and parents are called upon to face a new reality. This paper discusses the views of parents with children in typical education regarding the inclusion of children with Autism Spectrum Disorder in the general school. Individual goals are to investigate parents' knowledge of ASD and factors that may affect parents' perceptions of inclusion. The research sample consists of 159 parents with children of typical education attending primary education (primary schools). Data were collected using a questionnaire with 10 questions on a Likert scale. The results showed that parents as a whole are positive about inclusion, but their views vary depending on some demographic features such as age, marital status, economic level and educational level.

 

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Published

2020-06-27

Issue

Vol. 6 No. 1 (2020)

Section

Articles

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