The Educational Inclusion of Students with Autism Spectrum Disorder
Teachers’ Feelings, Attitudes, and Concerns About Inclusion in Spain
Bibliographic Data
| ID | 16946346 |
|---|---|
| Authors | Alejandra Bolado Peña (0009-0008-2244-8873, Government of Spain), Félix Menéndez-Vega (0009-0009-8432-7126, Universidad de Burgos, corresponding author), Steven Van Vaerenbergh (0000-0003-3091-0171, Universidad de Cantabria), Mercedes Arias-Pastor (0009-0009-8749-5897, Universidad de Cantabria), Jerónimo J González‐Bernal (0000-0002-7298-9060, Universidad de Burgos) |
| Year | 2025 |
| Volume | 15 |
| Issue | 10 |
| Pages | 200 |
| Publication date | 2025-09-29 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Investigation in Health, Psychology and Education (JOURNAL) |
| Journal identifiers | ISSN: 2174-8144 • E-ISSN: 2254-9625 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/ejihpe15100200 |
| PMID | 41149151 |
| OpenAlex | W4414609826 |
| Language | EN |
| References cited | 29 |
Introduction: The educational inclusion of students with Autism Spectrum Disorder (ASD) in Spain has been promoted through regulations such as LOMCE and LOMLOE. However, its effective implementation depends on teachers’ attitudes and perceptions. This study analyzes teachers’ feelings, attitudes, and concerns regarding the inclusion of students with ASD. Methods: A quantitative, descriptive, and cross-sectional study was conducted with a sample of 2310 teachers from different educational stages in Spain. The SACIE-R and INTEA questionnaires were used to assess teachers’ perceptions of inclusion. ANOVA tests and Spearman correlations were applied for statistical analysis. Results: The results show that the variable “Attitudes” follows a normal distribution, indicating a stable perception of inclusion. In contrast, the variables “Feelings” and “Concerns” present an inverse relationship: the greater the concern, the fewer positive feelings toward inclusion. Significant differences were found based on gender, type of school, educational stage, and teaching specialty. Discussion: Positive attitudes toward inclusion are associated with greater training and specialization in diversity. Special Education teachers show better perceptions, while in Secondary Education, concerns and negative feelings prevail. Continuous training emerges as a key factor in improving teachers’ perceptions. Conclusions: The study highlights the importance of training programs and support strategies to promote effective inclusion. Strengthening support networks and teacher training is recommended to improve attitudes toward the inclusion of students with ASD
Autism · Autism spectrum disorder · Feeling · Perception · Autism Spectrum Disorder Research · Family and Disability Support Research · Inclusive Education and Diversity
The Sentiments, Attitudes, and Concerns about Inclusive Education Revised (Sacie-R) Scale for Measuring Pre-Service Teachers’ Perceptions about Inclusion
Non-normal data
Teachers’ Attitudes toward Autism Spectrum Disorder
Inclusion and equity in education
Inclusive Education in Primary and Secondary School
Differences in the Perception Regarding Inclusion Preparation among Teachers at Different Educational Stages
Classroom-based peer interventions targeting autism ignorance, prejudice and/or discrimination
Exploring teachers' strategies for including children with autism spectrum disorder in mainstream classrooms
The impact of teacher training in special education on the implementation of inclusion in mainstream classrooms
Inclusive education for pupils with autistic spectrum disorders in secondary mainstream schools
Improving the academic experience of students with disabilities in higher education
A Qualitative Exploration of Teachers’ Experiences with Students with Autism Spectrum Disorder Transitioning and Adjusting to Inclusion
Educational Research
How to facilitate the educational inclusion of students with autism
Interventions for students with autism in inclusive settings
| Highly cited | No |
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