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<p>Teacher education is insufficient regarding teachers’ needs for teaching Autistic children and inclusive education. We developed an online course aiming to improve teachers’ attitudes towards inclusive education, self-efficacy, knowledge about ASD and ability to use inclusive teaching practices. Comparing the pre- and post-measurements of 59 preservice teachers showed that knowledge on ASD and ability to use inclusive teaching strategies had increased after training. Participants found the course user-friendly and usable for everyday practice and would recommend it to others. The results indicate that this low-cost online course may foster teacher characteristics that facilitate inclusive education for Autistic children. However, self-efficacy for inclusive teaching and attitudes towards inclusive education remained stable. In conclusion, the course may be a step to foster teacher characteristics that facilitate inclusive education for Autistic children. However, for future courses, specific attention to facilitating positive attitudes would be recommended, and revisions should focus more on the voice of Autistic children.</p>

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Online Course for Preservice Teachers about Inclusive Teaching for Autistic Children

  • 期刊论文

  • 发表日期：

    2026年7月22日

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  • Anne K. Smit,
  • Pieter J. Hoekstra,
  • Annelies de Bildt

摘要

Teacher education is insufficient regarding teachers’ needs for teaching Autistic children and inclusive education. We developed an online course aiming to improve teachers’ attitudes towards inclusive education, self-efficacy, knowledge about ASD and ability to use inclusive teaching practices. Comparing the pre- and post-measurements of 59 preservice teachers showed that knowledge on ASD and ability to use inclusive teaching strategies had increased after training. Participants found the course user-friendly and usable for everyday practice and would recommend it to others. The results indicate that this low-cost online course may foster teacher characteristics that facilitate inclusive education for Autistic children. However, self-efficacy for inclusive teaching and attitudes towards inclusive education remained stable. In conclusion, the course may be a step to foster teacher characteristics that facilitate inclusive education for Autistic children. However, for future courses, specific attention to facilitating positive attitudes would be recommended, and revisions should focus more on the voice of Autistic children.