The self-efficacy of primary teachers in supporting the inclusion of children with autism spectrum disorder

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders, Fifth Edition (DSM-5). Arlington, VA: American Psychiatric Association.
   Google Scholar
• Anderson, C., Klassen, R., & Georgiou, G. (2007). What teachers say they need and what school psychologists can offer. School Psychology International, 28(2), 131–147.10.1177/0143034307078086
   Web of Science ®Google Scholar
• Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and pupil achievement. New York: Longman.
   Google Scholar
• Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122–147.10.1037/0003-066X.37.2.122
   Web of Science ®Google Scholar
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
   Google Scholar
• Berney, T. P. (2000). ASD – an evolving concept. The British Journal of Psychiatry, 176, 20–25.10.1192/bjp.176.1.20
   PubMed Web of Science ®Google Scholar
• Booth, T., & Ainscow, M. (2002). The index for inclusion: Developing learning and participation in schools (Rev ed.). Bristol: CSIE.
   Google Scholar
• Clarke, K. A. (2009). Uses of a research diary: Learning reflectively, developing understanding and establishing transparency. Nurse Researcher, 17(1), 68–76.10.7748/nr2009.10.17.1.68.c7342
   PubMedGoogle Scholar
• Corbett, J. (2001). Teaching approaches which support inclusive education: A connective pedagogy. British Journal of Special Education, 28, 55–59.
   Google Scholar
• Daly, P., Ring, E., Egan, M., Fitzgerald, J., Griffin, C., Long, S., … Gibbons, S. (2016). An evaluation of education provision for students with autism spectrum disorder in Ireland. Trim: NCSE.
   Google Scholar
• Department of Education and Science [DES]. (2005). Circular 02/05: Organisation of teaching resources for pupils who need additional support in mainstream primary schools. Dublin: The Stationery Office.
   Google Scholar
• Department of Education and Science. (2007). Special educational needs: A continuum of support: Guidelines for teachers. Dublin: The Stationery Office.
   Google Scholar
• Department of Education and Skills (2014). Circular to the management authorities of primary schools, special schools, secondary, community and comprehensive schools and the chief executive officers of the educational training boards: The Special Needs Assistant (SNA) scheme to support teachers in meeting the care needs of some children with special educational needs, arising from a disability. Co. Westmeath: DES.
   Google Scholar
• Devine, D., Fahie, D., & McGillicuddy, D. (2013). What is ‘good’ teaching? Teacher beliefs and practices about their teaching. Irish Educational Studies, 32(1), 83–109.10.1080/03323315.2013.773228
   Web of Science ®Google Scholar
• Ferguson, G. (2014). Including children with disabilities in mainstream education: An exploration of the challenges and considerations for parents and primary school teachers (unpublished masters dissertation), Dublin Institute of Technology.
   Google Scholar
• Florian, L. (2014). Reimagining special education: Why new approaches are needed. In L. Florian (Ed.), The SAGE handbook of special education (Vol. 1 2nd ed. pp. 9–23). London: Sage.10.4135/9781446282236
   Google Scholar
• Hanko, G. (2004). Towards inclusive education: Interprofessional support strategies within and across schools and school services. Education Review, 17(2), 60–65.
   Google Scholar
• Hesmondhalgh, M. (2006). Autism, access and inclusion on the front line: Confessions of an autism anorak. U.S: Jessica Kingsley Publishers.
   Google Scholar
• Iowa Department of Education. (2009) Iowa’s co-teaching and collaborative consultation models. Retrieved from https://www.educateiowa.gov/sites/files/ed/documents/Iowa’sCo-teachingandCollaborativeConsultationModels.pdf
   Google Scholar
• Irish National Teachers’ Organisation. (2004). Submission to the national educational psychology service strategic review. Dublin: INTO.
   Google Scholar
• Jordan, R. (2005). Managing autism and Asperger’s syndrome in current educational provision. Paediatric Rehabilitation, 8(2), 104–112.10.1080/13638490500054891
   PubMedGoogle Scholar
• Locke, J., Ishijima, E.H., Kasari, C., & London, N. (2010). Loneliness, friendship quality and the social networks of adolescents with high-functioning autism in an inclusive school setting. Journal of Research in Special Educational Needs, 10, 74–81.10.1111/jrse.2010.10.issue-2
   Google Scholar
• National Council for Curriculum and Assessment. (1999). Special educational needs: Curriculum issues discussion paper. Dublin: NCCA.
   Google Scholar
• National Council for Special Education. (2006). Implementation report: Plan for the phased implementation of the EPSEN Act 2004. Trim: NCSE.
   Google Scholar
• National Council for Special Education. (2014). Children with special educational needs: Information booklet for parents. Trim: NCSE.
   Google Scholar
• National Council for Special Education. (2016). Annual report 2015. Trim: NCSE.
   Google Scholar
• Norwich, B. (2008). Special schools: What future for special schools and inclusion? Conceptual and professional perspectives. British Journal of Special Education, 35, 136–143.10.1111/j.1467-8578.2008.00387.x
   Google Scholar
• Opdenakker, M. C., & Van Damme, J. (2006). Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice. Teaching and Teacher Education, 22(1), 1–21.10.1016/j.tate.2005.07.008
   Web of Science ®Google Scholar
• Parsons, S., Guldberg, K., MacLeod, A., Jones, G., Prunty, A., & Balfe, T. (2009). International review of the literature of evidence of best practice provision in the education of persons with Autistic Spectrum Disorders. Trim: NCSE.
   Google Scholar
• Podell, D. M., & Soodak, L. C. (1993). Teacher efficacy and bias in special education referrals. Journal of Educational Research, 86, 247–253.10.1080/00220671.1993.9941836
   Web of Science ®Google Scholar
• Psychological Society of Ireland. (2011). Code of professional ethics. Retrieved from the Psychological Society of Ireland website http://www.psychologicalsociety.ie/find-a-psychologist/PSI%202011-12%20Code%20of%20Ethics.pdf
   Google Scholar
• Rabbitte, K., Prendeville, P., & Kinsella, W. (2017). Parents’ experiences of the diagnostic process for girls with autism spectrum disorder in Ireland: An Interpretative Phenomenological Analysis. Educational and Child Psychology, 34(2), 54–66.
   Google Scholar
• Ruble, L. A., Dalrymple, N. J., & McGrew, J. H. (2010). The effects of consultation on individualized education program outcomes for young children with Autism: The collaborative model for promoting competence and success. Journal of Early Intervention, 32(4), 286–301.10.1177/1053815110382973
   PubMed Web of Science ®Google Scholar
• Sellman, E. (2012). Creative learning for inclusion: Creative approaches to meet special needs in the classroom. London: Routledge.
   Google Scholar
• Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. London: Sage Publications Ltd.
   Google Scholar
• Soto Chodiman, R., Pooley, J. A., Cohen, L., & Taylor, M. F. (2012). Pupils with ASD in mainstream primary education settings: Teachers’ experiences in Western Australian classrooms. Australasian Journal of Special Education, 36, 97–111.10.1017/jse.2012.10
   Google Scholar
• Stein, M. K., & Wang, M. C. (1988). Teacher development and school improvement: The process of teacher change. Teaching and Teacher Education, 4, 171–187.10.1016/0742-051X(88)90016-9
   Web of Science ®Google Scholar
• Stevens, P., & O’Moore, M. (2009). Inclusion or illusion: Educational provision for primary school children with mild general learning disabilities. Dublin: Blackhall Publishing.
   Google Scholar
• Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. H. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248.10.3102/00346543068002202
   Web of Science ®Google Scholar
• UNESCO. (2005). Guidelines for inclusion: Ensuring access to education for all. Paris: UNESCO.
   Google Scholar
• University College Dublin [UCD]. (2010). UCD Code of good practice in research. Retrieved from the UCD.ie website. http://www.ucd.ie/t4cms/REC%20Code%20of%20Good%20Practice%20in%20Research%20271010.pdf
   Google Scholar
• van der Bijl, J. J., & Shortridge-Baggett, L. M. (2001). The theory and measurement of the self-efficacy construct. Scholarly Inquiry for Nursing Practice, 15, 189–207.
   PubMedGoogle Scholar
• Willig, C. (2012). Qualitative interpretation and analysis in psychology (2nd ed.). Maidenhead UK: McGraw Hill/Open University Press.
   Google Scholar
• Wood, R. E., & Bandura, A. (1989). Impact of conceptions of ability on self-regulatory mechanisms and complex decision-making. Journal of Personality and Social Psychology, 56, 407–415.10.1037/0022-3514.56.3.407
   PubMed Web of Science ®Google Scholar