Evaluation of teachers' knowledge and attitudes regarding the school inclusion of autistic children

Validation of a brief assessment toolkit

Bibliographic Data

ID5262138
AuthorsCyrielle Derguy (0000-0002-0424-0621, Laboratoire de Psychopathologie et Processus de Santé Université Paris Cité Boulogne‐Billancourt France, corresponding author), Benoite Aubé (Laboratoire de Psychopathologie et Processus de Santé Université Paris Cité Boulogne‐Billancourt France), Odile Rohmer (0000-0003-3998-7570, Laboratoire de Psychologie des Cognitions (UR 4440) Université de Strasbourg Strasbourg France), Deborah Loyal (0000-0002-7773-8682, Centre de Recherche Psychanalyse, Médecine et Société Université Paris Cité Paris France)
Year2023
Volume93
Issue2
Pages467-481
Publication date2023-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBritish Journal of Educational Psychology (JOURNAL)
Journal identifiersISSN: 0007-0998 • E-ISSN: 2044-8279
PublisherWiley (PUBLISHER • GB)
DOI10.1111/bjep.12569
PMID36471662
OpenAlexW4310783202
LanguageEN
Citations received5
References cited44

BackgroundTeachers' level of knowledge regarding autism and their attitudes towards inclusion are major levers for the successful schooling of autistic students. However, there are currently insufficient validated tools for evaluating these two concepts among teachers that are adapted to the French context and to the constraints of the classroom setting.AimsThis study was designed to test both the validity of The Autism Knowledge Screening Scale (AKSS) and of the Autism Attitude Scale for Teachers (AAST) among French teachers.SampleOur final sample consisted of 307 French teachers (50.5% primary school teachers and 49.5% secondary school teachers).MethodsFirst, confirmatory factor analyses were conducted to test the two initial factor structures and an exploratory factor analysis was conducted regarding the AKSS. Second, criterion validity was assessed for each of the two scales.ResultsConcerning knowledge of autism, a two-factor model (8 items) explaining 53% of the variance was observed. The first factor represented knowledge about aetiology and the second represented knowledge about symptoms. Concerning attitudes towards autism, a one-factor model (14 items) exhibited good model fit (χ2/df = 1.71, RMSEA = .048, AGFI = .979, SRMR = .068, CFI = .987, NNFI = .984). As expected, participants who were specialized teachers, had training, and a high degree of contact with autism had more knowledge (regarding aetiology but not regarding symptoms) and more positive attitudes.ConclusionsThis study validated two quick-to-use tools for making an initial diagnosis of teachers' knowledge and attitudes regarding the school inclusion of autistic children. The use of these tools could help to fine-tune the content of training programs for teachers and test their efficacy, particularly in France where the inclusion of autistic children is still far from international standards

Autism · Confirmatory factor analysis · Context (archaeology) · Developmental psychology · Exploratory factor analysis · Inclusion (mineral) · Psychometrics · Sample (material) · Scale (ratio) · Statistics · Structural equation modeling · Test (biology) · Autism Spectrum Disorder Research · Clinical Psychology · Family and Disability Support Research · Inclusion and Disability in Education and Sport · Psychology · Social Psychology

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