The inclusion of students with autism spectrum disorders in the region of Southwest Macedonia
Date Issued
2019
Author(s)
Stancheska, Tamara
Abstract
Introduction: The education of students with autism spectrum disorders (ASD) is a challenging issue for public schools. Due to legal and educational reasons, many children with ASD are included in the general education setting for all or portions of the school day.
The aim of this research is to assess the quality of the functioning of education and upbringing in children with ASD.
Methods: Parents and teachers of children with ASD were included in this study. There were 31 examinees, which are from 3 cities in Macedonia: Bitola, Ohrid and Prilep. The difference between the two groups, teachers and parents regarding these aspects is tested using a Chi square test that compares the differences in the frequency of given response categories in both groups of respondents. Statistically significant difference is considered on the alpha level of p < 0.05.
Results: Teachers think significantly different from the parents that the curriculum and the program are not appropriate for the child with ASD (χ2 =37,01, df = 2, p=0,000). There is no statistically significant difference between teachers and parents regarding their attitudes towards the success of the work and the education of the child with ASD (χ2 = 0,485, df = 2, p=0,785). Teachers think statistically different than parents that the child should not be included in the regular classes (χ2 =29,145, df = 2, p=0,000).
Conclusions: There is a lack of knowledge about ASD in many of the regular teachers. They are not sufficiently trained in the methods and techniques of work with these students that require great specificity and patience.
The aim of this research is to assess the quality of the functioning of education and upbringing in children with ASD.
Methods: Parents and teachers of children with ASD were included in this study. There were 31 examinees, which are from 3 cities in Macedonia: Bitola, Ohrid and Prilep. The difference between the two groups, teachers and parents regarding these aspects is tested using a Chi square test that compares the differences in the frequency of given response categories in both groups of respondents. Statistically significant difference is considered on the alpha level of p < 0.05.
Results: Teachers think significantly different from the parents that the curriculum and the program are not appropriate for the child with ASD (χ2 =37,01, df = 2, p=0,000). There is no statistically significant difference between teachers and parents regarding their attitudes towards the success of the work and the education of the child with ASD (χ2 = 0,485, df = 2, p=0,785). Teachers think statistically different than parents that the child should not be included in the regular classes (χ2 =29,145, df = 2, p=0,000).
Conclusions: There is a lack of knowledge about ASD in many of the regular teachers. They are not sufficiently trained in the methods and techniques of work with these students that require great specificity and patience.
Subjects
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