Knowledge about Autism, Teachers ’Self-efficacy and Attitudes towards Inclusive Education for Students on the Spectrum: A Greek and Indian Perspective Fleva Eleni1, Khan Azizuddin2 1Research Scholar, Department of Theoretical & Applied Linguistics, School of English, Aristotle University of Thessaloniki, Greece. Email: elenifleva@enl.auth.gr 2Associate Professor, Psychophysiology Laboratory Department of Humanities and Social Sciences, Indian Institute of Technology Bombay, Powai-400 076, Mumbai, Maharashtra, India. Email: khanaziz@iitb.ac.in Online published on 27 November, 2018. Abstract The present study is an attempt to see the relationship between teachers ’knowledge about autism, degree of self-efficacy and attitudes towards inclusive education in India and in Greece. Hundred participants were administered the (a) Autism Knowledge Questionnaire (b) the Multidimensional Attitudes towards Inclusive Education Scale and (c) the Autism Self-Efficacy Scale for Teachers. The results showed that Greek compared to Indian teachers reported greater knowledge of autism but were less positive towards inclusive education compared to Indian teachers. No difference between the teachers of two countries was found in the selfefficacy dimension. The results supported the notion that although knowledge is important what is also crucial is the belief in one's capabilities of performing a particular action. Top Keywords Attitude, Inclusive education, Self-efficacy, and Teachers ’knowledge. Top |