Teaching Students With Autism Spectrum Disorder in Inclusive Classrooms: Developing a Self-Efficacy Scale

• In Event: Sheraton Roundtable Session 38
  In Roundtable Session: Exceptional Need: Special Education Teachers and Contextual Challenges

Abstract

This is a mixed-method study to develop and validate an instrument to measure teachers’ self-efficacy for teaching students with autism spectrum disorder (ASD) in inclusive classrooms, Teacher Self-efficacy for Teaching Students with ASD Inclusive Classrooms Scale: TSE-ASDI. I gathered test content and response process validity evidence for the use of this scale with pre-service and in-service early childhood teachers using literature review, expert review and cognitive interviews. I am conducting a quantitative study to gather validity evidence based on internal structure and relations to other variables. Results will include the factor structure of this scale; the internal consistency of each factor; the relationship to a well-known teacher self-efficacy measure; and mean differences in scores when grouped by several factors.

Author

• Corinne Gaffney Catalano, Montclair State University