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The level of social acceptance of children with autism spectrum disorder integrated in regular schools from the point of view of parents and teachers in Jordan

Educational research and reviews, 2022-03, Vol.17 (3), p.86-102

ISSN: 1990-3839 ;EISSN: 1990-3839 ;DOI: 10.5897/ERR2020.4118

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  • Title:
    The level of social acceptance of children with autism spectrum disorder integrated in regular schools from the point of view of parents and teachers in Jordan
  • Author: Feryal, Abdel-Hadi Al-Shenikat
  • Subjects: Autism ; Elementary School Students ; Foreign Countries ; Inclusion ; Parent Attitudes ; Peer Acceptance ; Pervasive Developmental Disorders ; Students with Disabilities ; Teacher Attitudes
  • Is Part Of: Educational research and reviews, 2022-03, Vol.17 (3), p.86-102
  • Description: The present study aimed to determine the level of social acceptance of children with autism spectrum who are integrated into regular schools from the parents' and teachers' perspectives in Jordan. The researcher built a scale of social acceptance of children with an autism spectrum disorder. It consists of (34) items distributed in three dimensions; it was applied to an exploratory sample from outside the study sample consisting of (22) parents and teachers to verify the indications of validity and reliability, as the indications for content validity and construction validity were reached. The indications of reliability were reached through the restoration and the internal reliability of Cronbach Alpha. Finally, the tool was applied to the final study sample, which consisted of (74) teachers and (74) parents of children with autism spectrum disorder, the social acceptance dimension related to the school and the family. The results indicated that the level of social acceptance was moderate. It also indicated no statistically significant differences for the variables of gender and degree of infection, as the study came out with a set of research and educational recommendations.
  • Publisher: Academic Journals
  • Language: English
  • Identifier: ISSN: 1990-3839
    EISSN: 1990-3839
    DOI: 10.5897/ERR2020.4118
  • Source: Academic Journals
    ERIC Full Text Only (Discovery)
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