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dc.contributor.convenorN/A
dc.contributor.authorStanley, Anthony
dc.contributor.authorGrimbeek, Peter
dc.contributor.authorBryer, Fiona
dc.contributor.authorBeamish, Wendi
dc.contributor.editorBrendan Bartlett, Fiona Bryer & Dick Roebuck
dc.date.accessioned2017-05-03T13:06:21Z
dc.date.available2017-05-03T13:06:21Z
dc.date.issued2003
dc.date.modified2008-12-12T05:38:04Z
dc.identifier.urihttp://hdl.handle.net/10072/1694
dc.description.abstractPerceptions 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.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent280357 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherSchool of Cognition, Language, and Special Education, Griffith University
dc.publisher.placeBrisbane
dc.relation.ispartofconferencename1st Annual International Conference on Cognition, Language, and Special Education Research
dc.relation.ispartofconferencetitleReimagining Practice: Researching Change
dc.relation.ispartofdatefrom2003-12-05
dc.relation.ispartofdateto2003-12-07
dc.relation.ispartoflocationSurfers Paradise, Australia
dc.subject.fieldofresearchcode330108
dc.titleComparing Parents' Versus Teachers' Attitudes to Inclusion: When PATI meets TATI
dc.typeConference output
dc.type.descriptionE1 - Conferences
dc.type.codeE - Conference Publications
gro.facultyArts, Education & Law Group, School of Education and Professional Studies
gro.rights.copyright© The Author(s) 2003. The attached file is posted here with permission of the copyright owners for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher's website or contact the authors.
gro.date.issued2003
gro.hasfulltextFull Text
gro.griffith.authorBryer, Fiona K.
gro.griffith.authorBeamish, Wendi I.
gro.griffith.authorGrimbeek, Peter M.
gro.griffith.authorStanley, Anthony G.


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    Contains papers delivered by Griffith authors at national and international conferences.

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