Exploring teachers’ self-efficacy and willingness to provide accommodations in teaching students with autism: An intervention study
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TextSeries: An International Journal Of Research And Studies ; Vol. 140Publication details: Elsevier, 2024Description: p. 1-12Subject(s): Online resources:
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This study examined teachers' self-efficacy to teach students with autism and willingness to provide accommodations, as well as whether a short online intervention presenting a child's first-person experience with autism can improve these factors. Analysis of data from 180 international teachers in diverse settings indicated a high willingness to provide accommodations but limited confidence in doing so. Institutional support and gender were significant predictors of higher self-efficacy and willingness to provide accommodations. Those with experience of teaching special education exhibited higher self-efficacy than those with limited experience. The short online intervention improved teachers' self-efficacy to teach students with autism.
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