Comparing Parents' Versus Teachers' Attitudes to Inclusion: When PATI meets TATI
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Perceptions of inclusion held by 16 teachers of included students were collated and analysed together with data from a previous study of 10 parents of included children with autistic spectrum disorder (ASD). The initial study that examined parental attitudes about Australian regular school settings used an established American scale, the 11-item Parent Attitudes Toward Inclusion (PATI). Based on the correspondence of PATI responses of Queensland parents to those from a large Californian study (Palmer, Borthwick-Duffy, & Widaman, 1998), that study identified a range of "normal" responses to the 11-item instrument, an outcome with practical benefits for teachers of such children. A follow-up study modified the PATI scale to examine teacher attitudes in a convenience sample obtained at a conference. The most notable change in the 11 items was that each was reframed from the singular (my child) to the impersonal plural (children). Teachers were less positive than parents in some instances about the acceptance and treatment of children with autistic spectrum disorder and intellectual impairment in regular classroom settings. The significance of this shift is that it highlights potential incongruities in the responses of parents versus educators.
Reimagining Practice: Researching Change
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