부산대학교 도서관

The purpose of the current study was to adapt, examine validation and reliability of the scale named Attitudes, Feelings, and Perceptions towards inclusive education for students with Autism Spectrum Disorders (TIFAS)” as fourth part of the Placement and Services Survey-PASS developed by Segall (2011). The participants were 231 teachers (66 male and 153 female) working at 85 elementary public and private schools during 2016-2017 academic year within boundaries of Edirne and Tekirdag Provincial National Education Directorates. Age of elementary school teachers ranged from 24 to 60 years. A total of 91 teachers reported that they had mainstreaming/inclusion students in their classrooms, while 128 of them reported that they did not have mainstreaming/inclusion students in their classrooms. We used Demographic Information Form to obtain personal information about teachers and the TIFAS to obtain information about attitudes, feelings, and perceptions of teachers towards inclusive education for students with autism spectrum disorders. Validity of the measure was tested via Confirmatory Factor Analyses and differences between bottom and top 27% of the participants was tested. Internal consistency of the measure was examined through Cronbach’s alpha. Results from the confirmatory factor analyses showed that the measure has four subscales. These subscales are Cognitive Attitudes (α= .84), Affective Attitudes (α= .79), Subjective Norms (α= .77) and Self-Efficacy (α= .82). These findings showed us that this scale could be used with teachers in Turkey. Through these results, the TIFAS could be accepted as a valid and reliable measure.