Exploring Preservice Teachers’ Attitudes toward Inclusive Education for Students with Autism Spectrum Disorder (ASD)

Abstract

The aim of this study is to examine preservice teachers’ attitudes toward inclusive education for students with autism spectrum disorder (ASD). A total of 244 preservice teachers from various departments participated in this research. Data were gathered using a multi-dimensional attitude scale and analyzed through descriptive statistics, independent samples t-tests, and one-way ANOVA. The findings show that preservice teachers generally maintain a positive and supportive attitude toward ASD inclusion. Among the sub-dimensions, sensitivity received the highest scores, followed by education & training and professional self-efficacy. Statistical analysis indicated that, although gender did not significantly affect attitudes, factors such as prior professional experience, high levels of knowledge, and taking courses related to ASD significantly increased professional self-efficacy. Additionally, departmental differences were noted; students in special education and psychological counseling demonstrated higher sensitivity and professional self-efficacy compared to students in other programs. Interestingly, first-year students showed higher sensitivity than seniors, possibly reflecting an initial idealistic outlook. In conclusion, while preservice teachers are emotionally prepared and somewhat confident, teacher education programs should emphasize practical experience and evidence-based teaching strategies to bridge the remaining gap between sensitivity and professional self-efficacy in inclusive ASD education.