Mitroulaki Sotiria, Merkouris Ermis, Tripsianis Gregory, Kadoglou Maria, Samakouri Maria, Serdari Aspasia
PhD, MSc, MEd, Special Educator, Department of Child and Adolescent Psychiatry, Medical School, Democritus University of Thrace, Alexandroupolis, Greece. Email:
Medical Student, Department of Child and Adolescent Psychiatry, Medical School, University Hospital of Alexandroupolis, Alexandroupolis, Greece.
BJPsych Int. 2025 May;22(2):35-42. doi: 10.1192/bji.2025.2.
In recent decades inclusion of children with autism spectrum disorder (ASD) in mainstream settings has gained momentum all over the world. However, teachers' attitudes to this have an impact on the success of implementing inclusive practices, while their efficacy beliefs are a crucial factor for promoting educational reform.
To explore the psychometric properties of the Opinions Relative to Inclusion of Students with Autism Spectrum Disorder (ORI-ASD) and the Teachers' Sense of Efficacy Scale - Autism Spectrum Disorder (TSES-ASD).
A total of 853 educators (155 preschool teachers, 388 primary school teachers and 310 university students) reported sociodemographic characteristics and completed the ORI-ASD and TSES-ASD, which were Greek-language adapted versions of the Opinions Relative to Integration of Students with Disabilities scale and the Teachers' Sense of Efficacy Scale. Confirmatory and exploratory factor analyses were conducted.
Exploratory and confirmatory factor analyses were performed for the two scales. Confirmatory factor analyses confirmed the three-factor structure of the ORI-ASD and one-factor structure of the TSES-ASD for both pre-service and in service teachers, which show satisfactory psychometric properties. Moreover, the results showed that educators hold moderate self-efficacy beliefs.
The translated and adapted ORI-ASD and TSES-ASD showed good psychometric properties in a Greek sample of teachers and university students. The current study indicates that the ASD-adapted versions of the ORI and TSES are reliable and valid scales for rating pre-service and in-service teachers' opinions related to perceived self-efficacy and the inclusion of students with ASD. Our findings could have important implications for policy and practice relating to inclusive education.
近几十年来，将自闭症谱系障碍（ASD）儿童纳入主流教育环境在全球范围内得到了进一步发展。然而，教师对此的态度会影响包容性教育实践的实施成效，而他们的效能信念是推动教育改革的关键因素。
探讨《关于自闭症谱系障碍学生融入的意见》（ORI-ASD）以及《教师效能感量表——自闭症谱系障碍》（TSES-ASD）的心理测量特性。
共有853名教育工作者（155名学前教师、388名小学教师和310名大学生）报告了社会人口统计学特征，并完成了ORI-ASD和TSES-ASD，这两个量表是《关于残疾学生融入的意见》量表和《教师效能感量表》的希腊语改编版本。进行了验证性因素分析和探索性因素分析。
对这两个量表进行了探索性和验证性因素分析。验证性因素分析证实了ORI-ASD的三因素结构以及TSES-ASD的单因素结构，无论是职前教师还是在职教师，均显示出令人满意的心理测量特性。此外，结果表明教育工作者持有中等程度的自我效能信念。
翻译和改编后的ORI-ASD和TSES-ASD在希腊教师和大学生样本中显示出良好的心理测量特性。当前研究表明，ORI和TSES的自闭症谱系障碍改编版本是用于评估职前和在职教师与自我效能感认知以及自闭症谱系障碍学生融入相关意见的可靠且有效的量表。我们的研究结果可能对包容性教育的政策和实践具有重要意义。
