Assessing the Relationship Between Teacher Inclusive Beliefs, Behaviors, and Competences of Students with Autism Spectrum Disorders
Author:
Funder
Centre for Special Educational Needs and Inclusive Education
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10803-024-06473-5.pdf
Reference83 articles.
1. Ahmmed, M., Sharma, U., & Deppeler, J. (2014). Variables affecting teachers’ intentions to include students with disabilities in regular primary schools in Bangladesh. Disability & Society, 29(2), 317–331. https://doi.org/10.1080/09687599.2013.796878
2. Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-T
3. Ajzen, I. (2020). The theory of planned behavior: Frequently asked questions. Human Behavior and Emerging Technologies, 2, 314–324. https://doi.org/10.1002/hbe2.195
4. Alkeraida, A. (2021). Understanding teaching practices for inclusive participation of students with autism in Saudi Arabian primary schools. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2021.1904015
5. Ameis, S. H., Haltigan, J. D., Lyon, R. E., Sawyer, A., Mirenda, P., Kerns, C. M., Smith, I. M., Vaillancourt, T., Volden, J., Waddell, C., Zwaigenbaum, L., Bennett, T., Duku, E., Elsabbagh, M., Georgiades, S., Ungar, W. J., Zaidman-Zait, A., Lai, M. C., Szatmari, P., Pathways in ASD Study Team. (2022). Middle-childhood executive functioning mediates associations between early-childhood autism symptoms and adolescent mental health, academic and functional outcomes in autistic children. Journal of Child Psychology and Psychiatry, 63(5), 553–562. https://doi.org/10.1111/jcpp.13493
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