Cassimos Dimitrios C, Polychronopoulou Stavroula A, Tripsianis Grigorios I, Syriopoulou-Delli Christine K
Pediatric Department, Democritus University of Thrace , Greece .
Dev Neurorehabil. 2015;18(4):241-51. doi: 10.3109/17518423.2013.794870. Epub 2013 Jul 19.
To investigate the views and attitudes of Greek teachers on educational and vocational integration of students with autism spectrum disorders (ASD).
A statistically reliable sample of questionnaires distributed towards a diversified teacher population is evaluated. The mean values of teachers' responses are analyzed with respect to critical independent variables: previous relevant training; and/or experience.
The majority of the sample had a positive view towards the educational and vocational integration of students with ASD. Nevertheless, teachers appear to be sceptical in assuming that these students can be efficiently treated in their classroom. The vast majority of teachers maintain that students with ASD can be trained in technical vocation. However, the absence of support services is highly ranked as the most serious constraint for vocational integration.
Training and experience substantially influenced teachers' views and attitudes in a positive way towards the integration of students with ASD.
调查希腊教师对自闭症谱系障碍（ASD）学生教育与职业融合的看法和态度。
对向多样化教师群体发放的具有统计学可靠性的问卷样本进行评估。针对关键自变量分析教师回答的平均值：先前的相关培训；和/或经验。
大多数样本对ASD学生的教育与职业融合持积极看法。然而，教师似乎对在其课堂上有效对待这些学生持怀疑态度。绝大多数教师认为ASD学生可以接受技术职业培训。然而，缺乏支持服务被列为职业融合最严重的制约因素。
培训和经验以积极方式显著影响了教师对ASD学生融合的看法和态度。
