Parents' attitudes towards inclusion of students with autism in Jordan

Abstract

This study investigated the attitudes of parents in Jordan towards the inclusion of students with autism spectrum disorder (ASD) in public schools and what the parents believed to be the most important prerequisite of child-based skills for successful inclusion. A total of 148 parents were selected to complete the survey. The researchers explored whether variable demographic characteristics such as age, student's gender, parent's gender, education levels, monthly income, and high- or low-function ASD correlated with the attitudes of parents towards inclusion of students with ASD in public schools. The analyses revealed that the variables that correlated with parents' attitudes towards inclusion were education levels and high- or low-function ASD. The themes behind the parents' attitude for inclusion are discussed. With regard to the prerequisite skills for successful inclusion, the results indicated that parents recommended independent skills, playing skills, behavioural skills, imitation skills, routine skills, social skills, paying attention skills, language skills, and pre-academic and academic skills in that order.

Keywords:

• special education
• autism spectrum disorder
• inclusion
• students with special needs

Notes on contributors

Bashir Abu-Hamour, PhD., is an Assistant Professor of special education at the Department of Counseling and Special Education at Mutah University, Karak, Jordan. His primary research interests are exploring cognitive abilities for students with reading difficulties, the use of curriculum based measurement, and inclusion of students with disabilities. Currently, Dr Abu-Hamour is the Principal Investigator of standardizing Woodcock Johnson Tests to Arabic language.

Dr Muhaidat is an assistant professor in the Department of Counseling and Educational Psychology at Al yarmouk University, Irbid, Jordan. His primary research interests are accreditation standards in the field of special education and inclusion of students with severe disabilities.