Gómez-Marí Irene, Tárraga-Mínguez Raúl, Pastor-Cerezuela Gemma
Department of Education and School Management, Faculty of Teacher Training, University of Valencia, 46022 Valencia, Spain.
Department of Basic Psychology, Faculty of Psychology and Speech Therapy, University of Valencia, 46010 Valencia, Spain.
Eur J Investig Health Psychol Educ. 2022 Jul 21;12(7):870-881. doi: 10.3390/ejihpe12070063.
To make possible the inclusion of children with autism spectrum disorder (ASD) in mainstream settings, parental knowledge and attitudes towards the disorder play a key role between the home and the school setting. However, prior literature has not carried out an in-depth analysis of parents' knowledge about ASD and their attitudes toward the inclusion of children with this diagnosis. This study examined the parental attitudes towards inclusion and knowledge about ASD. Participants were parents of children with ASD ( = 75), parents of children without ASD whose children had prior or current contact with peers with ASD ( = 44), and parents of children with no previous interactions with a peer with ASD ( = 51). The Attitudes of Regular Educators Towards Inclusion for Students with Autism Survey and the Autism Knowledge Questionnaire were filled out. Nonparametric statistical tests were used. Results showed that parents of children with ASD have better knowledge about this disorder and hold more favorable attitudes towards the inclusion of children with ASD than the other parents. These findings suggest that the benefits of inclusive schooling are limited to the school setting and do not appear to affect families of children without ASD.
为了使自闭症谱系障碍（ASD）儿童能够融入主流环境，家长对该障碍的了解和态度在家庭与学校环境之间起着关键作用。然而，先前的文献尚未对家长关于ASD的了解及其对患有该诊断的儿童融入的态度进行深入分析。本研究考察了家长对融入的态度以及对ASD的了解。参与者包括ASD儿童的家长（n = 75）、孩子曾与ASD同伴接触过或目前仍有接触的非ASD儿童的家长（n = 44），以及孩子此前从未与ASD同伴互动过的家长（n = 51）。他们填写了《普通教育工作者对自闭症学生融入的态度调查问卷》和《自闭症知识问卷》。使用了非参数统计检验。结果显示，与其他家长相比，ASD儿童的家长对该障碍有更好的了解，并且对ASD儿童的融入持更积极的态度。这些发现表明，全纳教育的益处仅限于学校环境，似乎并未影响非ASD儿童的家庭。
