Knowledge and Attitudes of Special Education Teachers Towards the Inclusion of Students with Autism Spectrum Disorder

References

• Adnan, A. H., & Hafiz, I. A. (2001). A disabling education: The case of disabled learners in Malaysia. Disability & Society, 16(5), 655–669.
   Web of Science ®Google Scholar
• Ahmad, A. R., Zainal Abiddin, N., Mohd Jelas, Z., & Saleha, A. (2011). Teachers ’ perspectives toward schools diversity in Malaysia. International Journal of Business and Social Science, 2(4), 178–189.
   Google Scholar
• Ajzen, I. (1991). Theories of cognitive self-regulationthe theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211.
   Web of Science ®Google Scholar
• Ajzen, I. (2011). The theory of planned behaviour: Reactions and reflections. Psychology and Health, 26(9), 1113–1127.
   PubMed Web of Science ®Google Scholar
• Armstrong, D., Armstrong, A. C., & Spandagou, I. (2011). Inclusion: By choice or by chance? International Journal of Inclusive Education, 15(1), 29–39.
   Web of Science ®Google Scholar
• Association, A. P. (2013). American psychiatric association diagnostic and statistical manual of mental disorders (5th ed.). Washington: American Psychiatric Publishing.
   Google Scholar
• Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129–147.
   Google Scholar
• Baxter, A. J., Brugha, T. S., Erskine, H. E., Scheurer, R. W., Vos, T., & Scott, J. G. (2015). The epidemiology and global burden of autism spectrum disorders. Psychological Medicine, 45(3), 601–613.
   PubMed Web of Science ®Google Scholar
• Bines, H., & Lei, P. (2011). Disability and education: The longest road to inclusion. International Journal of Educational Development, 31(5), 419–424.
   Web of Science ®Google Scholar
• Bradshaw, L., & Mundia, L. (2005). Understanding pre-service teachers’ construct of disability: A metacognitive process. Disability & Society, 20(5), 563–574.
   Web of Science ®Google Scholar
• Buell, M. J., Hallam, R., Gamel-Mccormick, M., & Scheer, S. (1999). A survey of general and special education teachers’ perceptions and inservice needs concerning inclusion. International Journal of Disability, Development and Education, 46(2), 143–156.
   Google Scholar
• Carter, S. L. (2006). The development of special education services in Thailand. International Journal of Special Education, 21(2), 32–36.
   Google Scholar
• Charman, T. (2011). The highs and lows of counting autism. The American Journal of Psychiatry, 168(9), 873–875.
   PubMed Web of Science ®Google Scholar
• Chong, S. C., Forlin, C., & Au, M. L. (2007). The influence of an inclusive education course on attitude change of pre‐service secondary teachers in Hong Kong. Asia‐Pacific Journal of Teacher Education, 35(2), 161–179.
   Web of Science ®Google Scholar
• Chung, W., Chung, S., Edgar-Smith, S., Palmer, R. B., Delambo, D., & Huang, W. (2015). An examination of in-service teacher attitudes toward students with autism spectrum disorder: Implications for professional practice. Current Issues in Education, 18(2), 1–12.
   Google Scholar
• Connor, D. J., & Ferri, B. A. (2007). The conflict within: Resistance to inclusion and other paradoxes in special education. Disability & Society, 22(1), 63–77.
   Web of Science ®Google Scholar
• Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating quantitative.  Upper Saddle River, NJ: Prentice Hall.
   Google Scholar
• Daruwalla, D., & Darcy, S. (2005). Personal and societal attitudes to disability. Annals of Tourism Research, 32(3), 549–570.
   Web of Science ®Google Scholar
• de Boer, A., Pijl, S. J., & Minnaert, A. (2010). Attitudes of parents towards inclusive education: A review of the literature. European Journal of Special Needs Education, 25(2), 165–181.
   Google Scholar
• de Boer, A., Pijl, S. J., & Minnaert, A. (2011). Regular primary schoolteachers’ attitudes towards inclusive education: A review of literature. International Journal of Inclusive Education, 15(3), 331–353.
   Web of Science ®Google Scholar
• Deng, M., & Poon-Mcbrayer, K. F. (2012). Reforms and challenges in the era of inclusive education: The case of China. British Journal of Special Education, 39(3), 117–122.
   Google Scholar
• Eleweke, C. J., & Rodda, M. (2002). The challenge of enhancing inclusive education in developing countries. International Journal of Inclusive Education, 6(2), 113–126.
   Google Scholar
• Engstrand, R. Z., & Roll-Pettersson, L. (2014). Inclusion of preschool children with autism in Sweden: Attitudes and perceived efficacy of preschool teachers. Journal of Research in Special Educational Needs, 14(3), 170–179.
   Google Scholar
• Flood, L. N., Bulgrin, A., & Morgan, B. L. (2013). Piecing together the puzzle: Development of the societal attitudes towards autism (SATA) scale. Journal of Research in Special Educational Needs, 13(2), 121–128.
   Google Scholar
• Forlin, C. (2007). A collaborative, collegial and more cohesive approach to supporting educational reform for inclusion in Hong Kong. Asia Pacific Education Review, 8(2), 276–287.
   Web of Science ®Google Scholar
• Hahler, E. M., & Elsabbagh, M. (2015). Autism: A global perspective. Current Developmental Disorders Reports, 2(1), 58–64.
   Google Scholar
• Hanline, M. F., Hatoum, R. J., & Riggie, J. (2012). Impact of online coursework for teachers of students with severe disabilities: Utilization of knowledge and its relationship to teacher perception of competence. Research and Practice for Persons with Severe Disabilities, 37(4), 247–262.
   Web of Science ®Google Scholar
• Iadarola, S., Hetherington, S., Clinton, C., Dean, M., Reisinger, E., Huynh, L., … Kasari, C. (2015). Services for children with autism spectrum disorder in three, large urban school districts: Perspectives of parents and educators. Autism: The International Journal of Research and Practice, 19(6), 694–703.
   PubMed Web of Science ®Google Scholar
• Leblanc, L., Richardson, W., & Burns, K. A. (2009). Autism spectrum disorder and the inclusive classroom: Effective training to enhance knowledge of ASD and evidence-based practices. Teacher Education and Special Education, 32(2), 166–179.
   Google Scholar
• Lee, L. W. (2010). Different strategies for embracing inclusive education: A snap shot of individual cases from three countries. International Journal of Special Education, 25(3), 101–109.
   Google Scholar
• Lee, L. W., & Low, H. M. (2013). “Unconscious” inclusion of students with learning disabilities in a Malaysian mainstream primary school: Teachers’ perspectives. Journal of Research in Special Educational Needs, 13(3), 218–228.
   Google Scholar
• Lee, L. W., & Low, H. M. (2014). The evolution of special education in Malaysia. British Journal of Special Education, 41(1), 42–58.
   Google Scholar
• Lim, L., & Nam, S. S. (2000). Special education in Singapore. The Journal of Special Education, 34(104), 104–109.
   Google Scholar
• Linton, A. C., Germundsson, P., Heimann, M., & Danermark, B. (2013). Teachers’ social representation of students with Asperger diagnosis. European Journal of Special Needs Education, 28(4), 392–412.
   Web of Science ®Google Scholar
• Majoko, T. (2016). Inclusion of children with autism spectrum disorders: Listening and hearing to voices from the grassroots. Journal of Autism and Developmental Disorders, 46(4), 1429–1440.
   PubMed Web of Science ®Google Scholar
• Malaysian Department of Statistics. (2013). Penang basic information 2013. Putrajaya: Author.
   Google Scholar
• Malaysian Department of Statistics. (2014). GPD by state. Putrajaya: Author.
   Google Scholar
• Malaysian Ministry of Education. (2013). Malaysia education blueprint annual report 2013. Putrajaya: Author.
   Google Scholar
• Mavropoulou, S., & Padeliadu, S. (2000). Greek teachers’ perceptions of autism and implications for educational practice a preliminary analysis. Autism, 4(2), 173–183.
   Google Scholar
• Miles, M. (1997). Disabled learners in South Asia: Lessons from the past for educational exporters. International Journal of Disability, Development and Education, 44(2), 97–104.
   Google Scholar
• Miles, M. (2002). Disability in South Asia - Millennium to millennium. Journal of Religion, Disability and Health, 6(2/3), 109–115.
   Google Scholar
• Mohd Ali, M., Mustapha, R., & Mohd Jelas, Z. (2006). An empirical study on teachers’ perceptions towards inclusive education in Malaysia. Inetrnational Journal of Special Education, 21(3), 36–44.
   Google Scholar
• Mohd Jelas, Z. (2000). Perceptions of inclusive practices: The Malaysian perspective. Educational Review, 52(2), 187–196.
   Web of Science ®Google Scholar
• Noordin, F., & Jusoff, K. (2010). Individualism-collectivism and job satisfaction between Malaysia and Australia. International Journal of Educational Management, 24(2), 159–174.
   Google Scholar
• Obeid, R., Daou, N., DeNigris, D., Shane-Simpson, C., Brooks, P. J., & Gillespie-Lynch, K. (2015). A cross-cultural comparison of knowledge and stigma associated with autism spectrum disorder among college students in Lebanon and the United States. Journal of Autism and Developmental Disorders, 45(11), 3520–3536.
   PubMed Web of Science ®Google Scholar
• Olley, J. G., Devellis, R. F., Devellis, B. M., Wall, A. J., & Long, C. E. (1981). The Autism Attitude Scale for Teachers. Exceptional Children, 47(5), 371–372.
   PubMed Web of Science ®Google Scholar
• Papadopoulos, C., Foster, J., & Caldwell, K. (2013). ‘Individualism-collectivism’as an explanatory device for mental illness stigma. Community Mental Health Journal, 49(3), 270–280.
   PubMed Web of Science ®Google Scholar
• Park, M., & Chitiyo, M. (2011). An examination of teacher attitudes towards children with autism. Journal of Research in Special Educational Needs, 11(1), 70–78.
   Google Scholar
• Park, M., Chitiyo, M., & Choi, Y. S. (2010). Examining pre‐service teachers’ attitudes towards children with autism in the USA. Journal of Research in Special Educational Needs, 10(2), 107–114.
   Google Scholar
• Penang State Education Department. (2015). Penang special education integration program enrolment record. Pulau Pinang: Author.
   Google Scholar
• Peters, B., & Forlin, C. (2011). Chinese children with ASD in Hong Kong (SAR): Development of inclusive practice. Journal of Research in Special Educational Needs, 11(2), 87–98.
   Google Scholar
• Peters, S. J. (2007). “Education for all?” A historical analysis of international inclusive education policy and individuals with disabilities. Journal of Disability Policy Studies, 18(2), 98–108.
   Google Scholar
• Qi, X., Zaroff, C. M., & Bernardo, A. B. (2016). Autism spectrum disorder etiology: Lay beliefs and the role of cultural values and social axioms. Autism, 20(6), 673–686.
   PubMed Web of Science ®Google Scholar
• Ravet, J. (2011). Inclusive/exclusive? Contradictory perspectives on autism and inclusion: The case for an integrative position. International Journal of Inclusive Education, 15(6), 667–682.
   Web of Science ®Google Scholar
• Roberts, J., & Simpson, K. (2016). A review of research into stakeholder perspectives on inclusion of students with autism in mainstream schools. International Journal of Inclusive Education, 20(10), 1084–1096.
   Web of Science ®Google Scholar
• Sharma, U., Forlin, C., & Loreman, T. (2008). Impact of training on pre-service teachers’ attitudes and concerns about inclusive education and sentiments about persons with disabilities. Disability & Society, 23(7), 773–785.
   Web of Science ®Google Scholar
• Syriopoulou-Delli, C. K., Cassimos, D. C., Tripsianis, G. I., & Polychronopoulou, S. A. (2012). Teachers’ perceptions regarding the management of children with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42(5), 755–768.
   PubMed Web of Science ®Google Scholar
• UNESCO. (1990). World declaration on education for all. Jomtien: Author.
   Google Scholar
• UNESCO. (1994). The Salamanca statement and framework for action on special needs education. Salamanca: Author.
   Google Scholar
• Vaz, S., Wilson, N., Falkmer, M., Sim, A., Scott, M., Cordier, R., & Falkmer, T. (2015). Factors associated with primary school teachers’ attitudes towards the inclusion of students with disabilities. PloS One, 10(8), 1–12.
   Web of Science ®Google Scholar
• Winzer, M., & Mazurek, K. (2010). Global agendas in special education: A critique. In J. Zajda (Ed.), Global Pedagogies (pp. 111–125). Netherlands: Springer.
   Google Scholar
• World Health Organization. (2013). Meeting report: Autism spectrum disorders and other developmental disorders: From raising awareness to building capacity. Geneva: Author.
   Google Scholar