Camielle Bariffe’s scientific contributions

What is this page?


This page lists works of an author who doesn't have a ResearchGate profile or hasn't added the works to their profile yet. It is automatically generated from public (personal) data to further our legitimate goal of comprehensive and accurate scientific recordkeeping. If you are this author and want this page removed, please let us know.

Publications (1)


Early childhood teachers’ beliefs and practices about the inclusion of children with Autism in Jamaica
  • Article

March 2022

·

27 Reads

·

4 Citations

International Journal of Special Education (IJSE)

Camielle Bariffe

·

In view of the need for more cross-sectional studies in different socio-geographical contexts to investigate teachers’ perceptions regarding inclusion, the present study sets to explore early childhood teachers’ attitudes towards inclusion in a context where research on this topic is limited; Kingston, Jamaica. The target group consisted of nine (N=9) early childhood teachers working with children with Autism in an established pre-primary inclusive setting. Teachers’ qualitative responses, elicited through semi-structured interviews, were analysed through Content Analysis. Results showed that teachers generally uphold positive beliefs towards inclusion. A key theme that emerged from the data is that in-service training and teaching experience positively influence practices and beliefs as well as differentiated instruction. This study makes theoretical and practical educational contributions. The research provides an understanding of inclusion in Jamaica and contributes to the limited body of literature available on Autism in the country. In practice, this study contributes to policy decision-making in the attempt of facilitating greater in-service training within early childhood institutions in order to develop the skills of educators and facilitate greater inclusive principles.

Citations (1)


... Overall, the average sample appeared to be moderately ready for this. The lack of teacher training probably contributes to this (Bariffe & Pittas, 2021). In the exploration of teachers' needs for implementing creative play, the availability of materials was most important, as it was commented that the adequacy of materials available for the play-object in the school unit where the teachers work is moderate, and secondarily the need for training. ...

Reference:

The contribution of structured play as a psycho-educational tool for students with high-functioning ASD in kindergarten: The teachers' perspective
Early childhood teachers’ beliefs and practices about the inclusion of children with Autism in Jamaica
  • Citing Article
  • March 2022

International Journal of Special Education (IJSE)