A Comparative Study between Special and Integrated School Teachers’ Perspectives on Autism Spectrum Disorders (ASD) in Nepal
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This study focused on the perspectives of teachers on Autism spectrum disorder in Nepal. The main purpose of the present study was to compare knowledge, belief & awareness, and attitude of special and integrated teachers about ASD and teaching students with ASD. Quantitative research paradigm which was followed by the survey design was implemented for this study. Seventy six teachers from seven special and twelve integrated schools from Kathmandu valley were purposefully selected. The 5-points Likert Scale survey instrument (questionnaire) was developed and conducted. The data from the questionnaire were analyzed using independent sample t-test. Result of this study showed that there is a significance difference between perceptions of special and integrated teachers. As a whole, special teachers showed more knowledge, belief & awareness, placement of ASD children in this field. However, they do not have in-depth knowledge about ASD. Furthermore, Nepalese teachers especially in itegrated schools have not felt prepared to teach children with ASD in their classroom. Therefore, teachers require more training, seminar and workshop about ASD. Finally, the major conclusion of this study was that the special schools teachers of Nepal have more knowledge, belief & awareness, understanding, positive attitudes, placement services than the integrated teachers towards ASD. However, they have the basic knowledge of ASD.
Abstract
This study focused on the perspectives of teachers on Autism spectrum disorder in Nepal. The main purpose of the present study was to compare knowledge, belief & awareness, and attitude of special and integrated teachers about ASD and teaching students with ASD. Quantitative research paradigm which was followed by the survey design was implemented for this study. Seventy six teachers from seven special and twelve integrated schools from Kathmandu valley were purposefully selected. The 5-points Likert Scale survey instrument (questionnaire) was developed and conducted. The data from the questionnaire were analyzed using independent sample t-test. Result of this study showed that there is a significance difference between perceptions of special and integrated teachers. As a whole, special teachers showed more knowledge, belief & awareness, placement of ASD children in this field. However, they do not have in-depth knowledge about ASD. Furthermore, Nepalese teachers especially in itegrated schools have not felt prepared to teach children with ASD in their classroom. Therefore, teachers require more training, seminar and workshop about ASD. Finally, the major conclusion of this study was that the special schools teachers of Nepal have more knowledge, belief & awareness, understanding, positive attitudes, placement services than the integrated teachers towards ASD. However, they have the basic knowledge of ASD.
참고문헌 (29)
- American Psychiatric Association, "Diagnostic and Statistical Manual of Mental Disorders" (2013), American Psychiatric Association
- "Visual Support and ASD" (2018)[URL]
- Baglama, B., "Perspectives of faculty of education students on autism spectrum disorders in North Cyprus", Procedia social and behavioral sciences, 190(2015), pp.399~408 (2014)
- Baio, J., "Prevalence of autism spectrum disorder among children aged 8 years-Autism and developmental disabilities monitoring network, 11 sites, United States, 2010", MMWR Surveillance Summaries, 63(3), pp.1~21 (2014)
- Bernstein, D. K., "Language and Communication Disorders in Children" (2009), Pearson Education
- Bishop, A. G., "Differences in beginning special education teachers : The influence of personal attributes, preparation, and school environment on classroom reading practices", Learning Disability Quarterly, 33, pp.75~92 (2010)
- "National population and housing census 2011. Kathmandu: National Planning Commission Secretariat" (2012)[URL]
- Chapagai, M., "A study of psychiatric morbidity amongst children attending a child guidance clinic at a tertiary level teachig hospital in Nepal", Journal of Nobel Medical College, 2(3), pp.55~63 (2013)
- Creswell, J. W., "Educational research" (2012), PHI Learning Private Limited
- Curriculum Developmental Centre, "Curriculum for mentally disabled children" (2016), Curriculum Developmental Centre
- Frederickson, N., "Special Educational Needs, Inclusion and Diversity" (2009), Open University Press
- "Understanding parents’ and professionals’ knowledge and belief of autism in Nepal" (2016)[URL]
- 정대영, "Issues and Barriers to Educating Children with Autism Spectrum Disorders in Nepal", 정서·행동장애연구, 34(2), pp.31~50 (2018), 한국정서행동장애학회[DOI]
- Kaul, L., "Methodology of educational research" (2009), Vikas Publishing House Pvt. Ltd
- Kim, Y. S., "Prevalence of autism spectrum disorders in a total population sample", American Journal of Psychiatry, 168, pp.904~912 (2011)
- Kirk, S., "Educating exceptional children" (2015), CENGAGE Learning
- Lama, M., "Teacher’s perspectives on the inclusion of children with Autism in Mainstream schools", Master, pp.2015
- Majin, M., "Teachers’ knowledge and perceptions towards children with ASD: A preliminary study", Psikologi dan Kesihatan Sosial-I, pp.536~542 (2017), Universiti Malaysia Sabah
- Mehring, T. A., "Autistic Spectrum Disorders: Educational and Clinical Interventions", pp.69~88 (2001), Elsevier Science
- Meng-Chuan, L., "Subgrouping the Autism"Spectrum" : Reflections on DSM-5", Plos Biology, 11(4), pp.1~7 (2013)
- National Center for Educational Development, "Disability and education for disable children: Disable basic training self materials" (2016), National Center for Educational Development
- "An analysis of Turkish pre-service teachers' knowledge of autism spectrum disorder: Implications for teachers preparation programs" (2016)[URL]
- Shamsudin, S., "A preliminary study : belief, Knowledge and Attitude of People towards children with Autism", Processing of the Social Science Research ICSSR, pp.322~332 (2014)
- Shrestha, M., "Comprehensive guide to autism. Section", pp.2497~2507 (2014)
- Singh, A. K., "Test, measurement and research methods in behavioral science" (2006), Bharati Bhawan
- Siu, A. F. Y., "Relations between commitment to a treatment orientation and self efficacy among teachers working with children with autism", International. Journal of Early Childhood Special Eduction, 2(3), pp.180~192 (2010)
- Slice-Kira, C., "Autism Spectrum Disorder: The Complete Guide to Understanding Autism" (2014), Penguin Group
- Wheeler, J. J., "Methods for teaching students with autism spectrum disorders: Evidence-based practices" (2015), Pearson Education
- Yasar, P., "Perspectives of College of Education Students in Turkey on Autism Spectrum Disorders", International Journal of Special Education, 29(1), pp.1~15 (2014)