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KMID : 0894920110110030015
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Journal of the Korean Association for Persons with Autism
2011 Volume.11 No. 3 p.15 ~ p.34
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Chinese Special Education Teachers’ Perceptions on the Instruction of Self-determination Skills of Students with Autism
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Wu Yan
Bang Myong-Ye
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Abstract
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The purpose of the study was to investigate the factors influencing Chinese special education teachers’ perceptions on the instruction of self-determination skills of students with autism. Two-hundred five Chinese special education teachers responded to the questionnaires sent by mail. Pearson correlation coefficients and multiple regressions were implemented to analyze the data. The results of the study were as follows: (1) Teacher’s age, total years of teaching, and teaching experiences of students with autism influenced special education teachers’ perceptions on the importance of self-determination of students with autism; (2); Level of school influenced special education teachers’ perceptions on the best time to begin to teach self-determination of students with autism; (3) Teaching experiences of students with autism influenced special education teachers’ perceptions on instructional practices for improving the self-determination of students with autism; (4) Teacher’s age, total years of teaching, college major, and level of school influenced special education teachers’ perceptions on the barriers of teaching of self-determination to students with autism; and (5) Teacher’s age and teaching experiences of students with autism influenced special education teachers’ perceptions on the support for teaching of self-determination to students with autism
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KEYWORD
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autism, self-determination skills, barriers, support
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