Inclusion of students with autism spectrum disorder in the Jordanian regular classrooms: Teachers' perspectives

Introduction. This study focuses on the relevance of inclusion for students with autism spectrum disorder (ASD) in the regular classroom. This issue has achieved international recognition with recommendations in most countries that students should be given the same opportunities as those without dis...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Abed Sakarneh Mohammad, Jameel Katanani Hiam, Ahmad Alrahamneh Azeez
Formato:	article
Lenguaje:	EN SR
Publicado:	Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju 2021
Materias:	autism spectrum disorder inclusive education regular classrooms teachers' perspectives Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/a2a4e7a1248242d6adec1ea3066d7a3d
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:a2a4e7a1248242d6adec1ea3066d7a3d
record_format	dspace
spelling	oai:doaj.org-article:a2a4e7a1248242d6adec1ea3066d7a3d2021-12-05T21:32:12ZInclusion of students with autism spectrum disorder in the Jordanian regular classrooms: Teachers' perspectives1452-73672406-132810.5937/specedreh20-30875https://doaj.org/article/a2a4e7a1248242d6adec1ea3066d7a3d2021-01-01T00:00:00Zhttps://scindeks-clanci.ceon.rs/data/pdf/1452-7367/2021/1452-73672102079A.pdfhttps://doaj.org/toc/1452-7367https://doaj.org/toc/2406-1328Introduction. This study focuses on the relevance of inclusion for students with autism spectrum disorder (ASD) in the regular classroom. This issue has achieved international recognition with recommendations in most countries that students should be given the same opportunities as those without disabilities. The case of Jordanian teachers in Amman is selected in this study. Objectives. It specifically aims at investigating the teachers' perspectives on inclusion of students with ASD in Jordanian regular classrooms. Methods. The issue is evaluated using a qualitative study design where nine teachers were interviewed virtually. Results. The findings indicated the need for better training and skills development in specific aspects and needs of students with ASD. Providing teachers with training as well as materials and financial support is necessary for supporting inclusive learning. The teachers also report significant limitations in how inclusion of ASD students is supported in Jordan. The perspectives towards inclusion of ASD students in Jordan show that they have low confidence and self-esteem in dealing with these students and organizing inclusive classrooms due to inadequate training and experience. Conclusion. The findings of this study indicate the need for policymakers in Jordan to consider providing specific training to their general education teachers.Abed Sakarneh MohammadJameel Katanani HiamAhmad Alrahamneh AzeezUniverzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitacijuarticleautism spectrum disorderinclusive educationregular classroomsteachers' perspectivesSpecial aspects of educationLC8-6691ENSRSpecijalna Edukacija i Rehabilitacija, Vol 20, Iss 2, Pp 79-91 (2021)
institution	DOAJ
collection	DOAJ
language	EN SR
topic	autism spectrum disorder inclusive education regular classrooms teachers' perspectives Special aspects of education LC8-6691
spellingShingle	autism spectrum disorder inclusive education regular classrooms teachers' perspectives Special aspects of education LC8-6691 Abed Sakarneh Mohammad Jameel Katanani Hiam Ahmad Alrahamneh Azeez Inclusion of students with autism spectrum disorder in the Jordanian regular classrooms: Teachers' perspectives
description	Introduction. This study focuses on the relevance of inclusion for students with autism spectrum disorder (ASD) in the regular classroom. This issue has achieved international recognition with recommendations in most countries that students should be given the same opportunities as those without disabilities. The case of Jordanian teachers in Amman is selected in this study. Objectives. It specifically aims at investigating the teachers' perspectives on inclusion of students with ASD in Jordanian regular classrooms. Methods. The issue is evaluated using a qualitative study design where nine teachers were interviewed virtually. Results. The findings indicated the need for better training and skills development in specific aspects and needs of students with ASD. Providing teachers with training as well as materials and financial support is necessary for supporting inclusive learning. The teachers also report significant limitations in how inclusion of ASD students is supported in Jordan. The perspectives towards inclusion of ASD students in Jordan show that they have low confidence and self-esteem in dealing with these students and organizing inclusive classrooms due to inadequate training and experience. Conclusion. The findings of this study indicate the need for policymakers in Jordan to consider providing specific training to their general education teachers.
format	article
author	Abed Sakarneh Mohammad Jameel Katanani Hiam Ahmad Alrahamneh Azeez
author_facet	Abed Sakarneh Mohammad Jameel Katanani Hiam Ahmad Alrahamneh Azeez
author_sort	Abed Sakarneh Mohammad
title	Inclusion of students with autism spectrum disorder in the Jordanian regular classrooms: Teachers' perspectives
title_short	Inclusion of students with autism spectrum disorder in the Jordanian regular classrooms: Teachers' perspectives
title_full	Inclusion of students with autism spectrum disorder in the Jordanian regular classrooms: Teachers' perspectives
title_fullStr	Inclusion of students with autism spectrum disorder in the Jordanian regular classrooms: Teachers' perspectives
title_full_unstemmed	Inclusion of students with autism spectrum disorder in the Jordanian regular classrooms: Teachers' perspectives
title_sort	inclusion of students with autism spectrum disorder in the jordanian regular classrooms: teachers' perspectives
publisher	Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju
publishDate	2021
url	https://doaj.org/article/a2a4e7a1248242d6adec1ea3066d7a3d
work_keys_str_mv	AT abedsakarnehmohammad inclusionofstudentswithautismspectrumdisorderinthejordanianregularclassroomsteachersperspectives AT jameelkatananihiam inclusionofstudentswithautismspectrumdisorderinthejordanianregularclassroomsteachersperspectives AT ahmadalrahamnehazeez inclusionofstudentswithautismspectrumdisorderinthejordanianregularclassroomsteachersperspectives
_version_	1718370962161795072

Inclusion of students with autism spectrum disorder in the Jordanian regular classrooms: Teachers' perspectives

Ejemplares similares