TY - JOUR
T1 - The Interaction Between Typically Developing Students and Peers With Autism Spectrum Disorder in Regular Schools in Ghana
T2 - An Exploration Using the Theory of Planned Behaviour
AU - Opoku, Maxwell Peprah
AU - Nketsia, William
AU - J-F,
AU - Mprah, Wisdom Kwadwo
AU - Agyei-Okyere, Elvis
AU - Safi, Mohammed
N1 - Publisher Copyright:
© Copyright © 2021 Opoku, Nketsia, J-F, Mprah, Agyei-Okyere and Safi.
PY - 2021/9/22
Y1 - 2021/9/22
N2 - The purpose of this study is to assess the intention of typically developing peers towards learning in the classroom with students with Autism Spectrum Disorder (ASD). In developing countries, such as Ghana, the body of literature on the relationship between students with disabilities and typically developing peers has been sparsely studied. Using Ajzen's theory of planned behaviour as a theoretical framework for this study, 516 typically developing students completed four scales representing belief constructs, attitudes, subjective norms, and perceived behavioural controls (self-efficacy), hypothesised to predict behavioural intention. The data were subjected to a t-test, analysis of variance, and structural equation modelling. The modelling confirmed the combining ability of attitude, subjective norms, and perceived behavioural controls to predict intention. We conclude by revealing the need for policymakers to consider designing programmes aimed towards promoting social relationships between students with ASD and typically developing peers.
AB - The purpose of this study is to assess the intention of typically developing peers towards learning in the classroom with students with Autism Spectrum Disorder (ASD). In developing countries, such as Ghana, the body of literature on the relationship between students with disabilities and typically developing peers has been sparsely studied. Using Ajzen's theory of planned behaviour as a theoretical framework for this study, 516 typically developing students completed four scales representing belief constructs, attitudes, subjective norms, and perceived behavioural controls (self-efficacy), hypothesised to predict behavioural intention. The data were subjected to a t-test, analysis of variance, and structural equation modelling. The modelling confirmed the combining ability of attitude, subjective norms, and perceived behavioural controls to predict intention. We conclude by revealing the need for policymakers to consider designing programmes aimed towards promoting social relationships between students with ASD and typically developing peers.
KW - Autism Spectrum Disorder
KW - Ghana
KW - inclusive education
KW - theory of planned behaviour
KW - typically developing students
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U2 - 10.3389/fpsyg.2021.752569
DO - 10.3389/fpsyg.2021.752569
M3 - Article
AN - SCOPUS:85116404341
SN - 1664-1078
VL - 12
JO - Frontiers in Psychology
JF - Frontiers in Psychology
M1 - 752569
ER -