Can school teachers’ willingness to teach ASD-inclusion classes be increased via special education training? Uncovering mediating mechanisms

• Published in: Research in developmental disabilities 2021-06, Vol.113, p.103941-103941, Article 103941
• Main Authors: Kisbu-Sakarya, Yasemin, Doenyas, Ceymi
• Format: Article
• Language: English
• Subjects: Attitudes toward inclusive education; Autism self-efficacy; Autism spectrum disorder; Inclusive education; Special education training
• ISSN: 0891-4222; 1873-3379
• DOI: 10.1016/j.ridd.2021.103941

•Inclusive education has multiple benefits for children with autism, yet, teachers may not always be willing to implement it.•A training program on special education strategies for students with ASD was delivered to school teachers.•The mechanisms underlying the effects of the training on teachers’ behavioral intentions toward inclusive education are examined.•The training increased intentions to teach inclusive classes and implement special education techniques via increasing autism self-efficacy.•The training did not improve attitudes toward inclusion, which predicted teachers’ behavioral intentions toward inclusive education. Changing teacher willingness to teach inclusive classes is critical in achieving optimal outcomes for students with autism spectrum disorder (ASD). The present study investigated the mechanisms underlying the effects of a teacher training in special education strategies for students with ASD on mainstream school teachers’ behavioral intentions toward inclusive education. Specifically, the role of attitudes and autism self-efficacy were explored as mediators in this process. The sample comprised 763 mainstream school teachers from eleven cities in Northeastern Turkey who participated in an intensive training that included special education strategies for students with ASD, evidence-based special education applications, and inclusive education practices. Statistical mediation analyses revealed that the training increased teachers’ willingness to teach inclusive classes and intention to implement special education techniques in the regular education classroom through increasing their autism self-efficacy. However, though attitudes toward inclusive education was a significant predictor of both willingness to teach inclusive classes and intent to use special education techniques, the training did not improve attitudes. Based on these findings, additional strategies or components to change attitudes toward inclusive education were recommended to be integrated into the teacher training programs on special education strategies for inclusive education.