General Education Teachers Relationships with include
Students with Autism
Kristen Robertson,1 Brandt Chamberlain, and Connie Kasari1,2
In this study, we examine the relationship between oecumenic statement teachers and second- and
third-grade include students with autism. We also examine the effect of childrens behavior
problems on these relationships, as nearly 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 students 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, childrens levels of behavioural problems
were spurn and they were more socially included in the class.
KEY course : Autism; inclusion; social relationships.
examine the perceived relationships between general
education teachers and high-functioning children with
autism included plentiful-time in general education classrooms (hereafter referred to as included children with
autism).
Studies have not examined the relationship between general education teachers and children with
disabilities, generally, and children with autism, more
specifically. As with true children, however, one
might expect authentic factors to affect the relationship
between teacher and child. One factor examined with
typical children has been the behavioral problems exhibited by the child in the classroom. Researchers generally decree that teachers have closer and less conflictual
and dependent relationships with children who have
fewer behavioral problems (Birch & Ladd, 1998; Pianta
& Nimetz, 1991; Pianta & Steinberg, 1992). Children
with autism variegate with respect to behavioral problems,
and these likely also vary in the classroom. Thus we...If you want to get a full essay, order it on our website: Ordercustompaper.com
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