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dc.creatorMemisevic, Haris
dc.creatorDizdarevic, Alma
dc.creatorMujezinovic, Amila
dc.creatorDjordjevic, Mirjana
dc.date.accessioned2021-11-01T11:17:34Z
dc.date.available2021-11-01T11:17:34Z
dc.date.issued2021
dc.identifier.urihttps://doi.org/10.1080/13603116.2021.1991489
dc.identifier.urihttp://rfasper.fasper.bg.ac.rs/handle/123456789/3743
dc.description.abstractTeachers’ attitudes towards the education of children with autism spectrum disorder (ASD) play a significant part in successfulness of the inclusive education. The goal of the present study was to examine the attitudes of teachers from Bosnia and Herzegovina (BIH) towards the inclusion of students with ASD in general education classes. The sample for this study comprised 105 elementary school teachers (75 females, 30 males) from different parts of BIH. We examined the attitudes in relation to teachers’ age, gender, education level, experience in work with children with ASD, self-efficacy, and additional training on ASD. The findings of this study indicate mainly positive attitudes of teachers towards the inclusion of students with ASD. However, at the same time, results reveal a sense of non-competence of teachers in providing educational and behavioural support to students with ASD. Teachers who had ASD training and who felt competent to work with children with ASD had significantly more favourable attitudes than teachers without such training and without a sense of teaching competence. Gender, age, and education level had no significant effect on the teachers’ attitudes. Results of this study clearly indicate the need for additional teacher training regarding the education of children with ASD.
dc.publisherRoutledge [Commercial Publisher]
dc.rightsrestrictedAccess
dc.sourceInternational Journal of Inclusive Education
dc.subjectautism spectrum disorder
dc.subjectBosnia and Herzegovina
dc.subjectgeneral education teachers
dc.subjectInclusive education
dc.subjectInclusive education
dc.subjectautism spectrum disorder
dc.subjectgeneral education teachers
dc.subjectBosnia and Herzegovina
dc.titleFactors affecting teachers' attitudes towards inclusion of students with autism spectrum disorder in Bosnia and Herzegovina
dc.typearticleen
dc.rights.licenseARR
dc.citation.epage17
dc.citation.issue0
dc.citation.spage1
dc.citation.volume0
dc.description.otherpeer‐reviewed version of the article:[http://rfasper.fasper.bg.ac.rs/admin/item?administrative-continue=515562502d544a4573286d3d2614604e20651a28&view_item]
dc.identifier.doi10.1080/13603116.2021.1991489
dc.identifier.scopus2-s2.0-85117619695
dc.identifier.wos000710011300001
dc.type.versionpublishedVersion


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