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Exploring Teacher Perceptions and Influencing Factors in the Inclusive Education of Students with Autism: A Comprehensive Analysis

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Abstract

Emphasizing the critical need to recognize distinctive learning requirements, the study investigates practical applications of inclusiveness within mainstream classrooms. The objective is to explore, observe, and analyze Greek teachers’ perceptions and attitudes regarding inclusive education for children with ASD. Using a quantitative approach, the study employed questionnaires distributed across various regions in Greece to comprehensively capture the variables influencing teachers’ attitudes. Results highlight that teacher professional development, resource availability, and institutional support are crucial factors distinguishing successful from unsuccessful inclusive education initiatives in Greece. These elements significantly shape teachers’ mindsets and their implementation of interventions within mainstream classrooms for children with ASD. Understanding the challenges and specific needs in Greek education is vital for designing appropriate, inclusive practices. This research contributes to the broader discourse on inclusive education, serving as a reference for future inquiries and policymaking in culturally and educationally diverse settings.

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Authors and Affiliations

  1. Faculty of Education and Psychology, University of Córdoba, Córdoba, Spain

    Vaia Dalamitrou & Begoña Esther Sampedro Requena

  2. Faculty of Education, University of Seville, Seville, Spain

    Carmen Siles Rojas

Authors
  1. Vaia Dalamitrou
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  2. Carmen Siles Rojas
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  3. Begoña Esther Sampedro Requena
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Contributions

V.D. wrote the main text of the manuscript; C.S.R. and B.E.S.R. reviewed the manuscript.

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Correspondence to Vaia Dalamitrou.

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Dalamitrou, V., Rojas, C.S. & Requena, B.E.S. Exploring Teacher Perceptions and Influencing Factors in the Inclusive Education of Students with Autism: A Comprehensive Analysis. Oper. Res. Forum 5, 15 (2024). https://doi.org/10.1007/s43069-024-00297-w

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