TITLE

INTEGRACIÓN EN EL AULA REGULAR DE ALUMNOS CON SÍNDROME ASPERGER O AUTISMO DE ALTO FUNCIONAMIENTO: UNA MIRADA DESDE LA ACTITUD DOCENTE

AUTHOR(S)
Velásquez, Lucy Sepúlveda; Samaniego, Concepción Medrano; González, Pedro Martín
PUB. DATE
December 2010
SOURCE
Bordón;Dec2010, Vol. 62 Issue 4, p131
SOURCE TYPE
Periodical
DOC. TYPE
Article
ABSTRACT
There are three main aspects developed in this article: - Integration of students with special educational needs (SEN). - Integration of learners with Asperger's syndrome. - Teachers' attitude towards integration in classrooms of students with special educational needs and, particularly, of students with Asperger's syndrome. This work, supporting these main ideas, was conducted in Uribe Kosta district (Vizcaya). Through several questionnaires and semistructured interviews, only mainstream teachers who had in their classrooms learners with Asperger's syndrome or High-Functioning autism took part in this study. This study refers, on one side, to the five factors of the quantitative data and, on the other, to the twelve Nudist thematic indexes. These indexes are linked to the qualitative antecedents, leading to the convergence of both variables. The resulting conclusions are taken from the realignment of both hierarchies.
ACCESSION #
71655335

 

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