General education teachers' relationships with included students with autism

被引：133

作者：

Robertson, K ^{[1
]}

Chamberlain, B ^{[1
]}

Kasari, C ^{[1
]}

机构：

[1] Univ Calif Los Angeles, Grad Sch Educ, Los Angeles, CA 90095 USA

来源：

JOURNAL OF AUTISM AND DEVELOPMENTAL DISORDERS | 2003年 / 33卷 / 02期

关键词：

autism; inclusion; social relationships;

D O I：

10.1023/A:1022979108096

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

In this study, we examine the relationship between general education teachers and second- and third-grade included students with autism. We also examine the effect of childrens' behavior problems on these relationships, as well as inclusion within the social environment of the classroom. Included students with autism form multidimensional relationships with their general education teachers. These relationships are associated with student's display of behavior problems and level of inclusion in the class. Specifically, when teachers perceived their relationships with included students with autism to be more positive, children's levels of behavioral problems were lower and they were more socially included in the class.

引用

页码：123 / 130

页数：8

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