Journal of Autism and Developmental Disorders

, Volume 33, Issue 2, pp 123–130

General Education Teachers' Relationships with Included Students with Autism

  • Kristen Robertson
  • Brandt Chamberlain
  • Connie Kasari
Article

DOI: 10.1023/A:1022979108096

Cite this article as:
Robertson, K., Chamberlain, B. & Kasari, C. J Autism Dev Disord (2003) 33: 123. doi:10.1023/A:1022979108096

Abstract

In this study, we examine the relationship between general education teachers and second- and third-grade included students with autism. We also examine the effect of childrens' behavior problems on these relationships, as well as inclusion within the social environment of the classroom. Included students with autism form multidimensional relationships with their general education teachers. These relationships are associated with student's display of behavior problems and level of inclusion in the class. Specifically, when teachers perceived their relationships with included students with autism to be more positive, children's levels of behavioral problems were lower and they were more socially included in the class.

Autism inclusion social relationships 

Copyright information

© Plenum Publishing Corporation 2003

Authors and Affiliations

  • Kristen Robertson
    • 1
  • Brandt Chamberlain
  • Connie Kasari
    • 1
  1. 1.University of CaliforniaLos Angeles
  2. 2.UCLA Graduate School of EducationLos Angeles

Personalised recommendations