学校中自闭症学生的融入：德国教师的知识、自我效能和态度

Jörg Wittwer , Sandra Hans and Thamar Voss

To provide inclusive education to autistic students, it is important that teachers possess knowledge about autism, feel competent in teaching autistic students, and have a positive attitude toward the inclusion of autistic students. In this study, we explored knowledge, self-efficacy, and attitude concerning autism among N=887 teachers in Germany. The results showed that knowledge about autism was only moderate and teachers held some typical misconceptions about autism. Moreover, teachers did not possess overwhelmingly high self-efficacy beliefs whereas their attitude toward inclusion of autistic students was rather positive. Experience with teaching autistic students was associated with more knowledge and higher self-efficacy. Also, female teachers were more knowledgeable about autism and felt more competent in teaching autistic students than male teachers. However, the type of school where teachers were working made hardly any difference in their knowledge, self-efficacy, and attitude. Overall, the results suggest that teachers in Germany need more autism training to increase their knowledge about autism and their self-efficacy beliefs in teaching autistic students

为了给自闭症学生提供融合性教育，教师必须具备关于自闭症的知识，能够胜任自闭症学生的教学，并对包容自闭症学生持积极态度。在这项研究中，我们探索了德国887名教师对自闭症的知识、自我效能和态度。结果表明，对自闭症的知识仅是中等程度的，教师对自闭症有一些典型的误解。此外，教师并没有很高的自我效能信念，他们对包容自闭症学生的态度是相当积极的。有自闭症学生教学经验的人拥有更多的知识和更高的自我效能。此外，女教师比男教师更了解自闭症，并且对自闭症学生的教学更有能力。然而，教师工作的学校类型在他们的知识、自我效能和态度上几乎没有差别。总体而言，结果表明德国的教师需要更多的自闭症培训，以增加他们对自闭症的知识和他们在自闭症学生教学中的自我效能信念。