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Permanent link (DOI): https://doi.org/10.7939/R3341J

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Investigating Principals’ Beliefs and Intentions Toward the Inclusion of Students with Autism Spectrum Disorder Open Access

Descriptions

Other title
Subject/Keyword
TpB
intentions
special education
inclusion
educational psychology
principals'
theory of planned behaviour
autism
beliefs
leadership
ASD
inclusive education
Autism Spectrum Disorder
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Hall, Shaun F.
Supervisor and department
Smith, Veronica (Educational Psychology)
Examining committee member and department
Hayward, Denyse (Educational Psychology)
da Costa, José L. (Educational Policy Studies)
Department
Department of Educational Psychology
Specialization
Special Education
Date accepted
2012-07-31T12:10:19Z
Graduation date
2012-11
Degree
Master of Education
Degree level
Master's
Abstract
The purpose of this study was to improve our understanding of what influences principals’ intentions toward including children with autism spectrum disorders (ASD) in general educational settings. With the incidence of ASD on the rise (Centers for Disease Control and Prevention, 2012), neighbourhood schools are faced with the challenge of including these students on a more regular basis. Using Ajzen’s (1991) Theory of Planned Behaviour (TpB) the relationships between principals’ attitudes, subjective norms, perceived behavioural control and intentions towards inclusive education of children at three levels of ASD severity were examined through a web-based questionnaire completed by 67 principals. Findings revealed that principals were significantly more comfortable including students with ASD who are less severely affected by the condition. As predicted by Ajzen’s TpB, perceived control and attitude had significant influence over principals’ intentions towards including children with ASD. Discussion focuses on implications for practice and areas for future research.
Language
English
DOI
doi:10.7939/R3341J
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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File author: Shaun Hall
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