Perceptions Of Primary Education Teachers On The Inclusion Of Children With Autism (A Field Study On Teachers In Schools With Inclusion Classes In Skikda Province)

Abstract

The current study aims to explore the social perceptions of integrating children with autism among primary school teachers, considering various factors (gender, marital status, whether they have taught an inclusive class or not). The researchers used the sequential recall technique to identify the content of social perceptions (central core and peripheral elements). This technique was applied to a sample of 50 teachers from 4 schools with integrated classes for children with autism. Using a descriptive approach and statistical processing through the Evoc 2005 program, the study found that introversion, difficulty in interaction, and lack of communication were central core elements. Meanwhile, the peripheral elements included training, readiness, and suffering. The study also highlighted differences in the content of social perceptions among teachers based on the demographic variables studied.