Although children with autism spectrum disorder (ASD) are increasingly being placed within mainstream classes, little is known about the challenges that teachers encounter with including them as full participants in the class. This qualitative study draws on a purposive sample of 13 educators who have experience teaching children with ASD within two cities in Ontario, Canada. Through in-depth interviews we asked about teachers’ challenges regarding creating an inclusive environment within their classroom. Teachers reported several challenges, including: understanding and managing behaviour; socio-structural barriers (i.e., school policy, lack of training and resources); and creating an inclusive environment (i.e., lack of understanding from other teachers, students and parents). Teachers recommend that more resources, training and support are needed to enhance the education and inclusion of children with ASD.

Educators’ Challenges of Including Children with Autism Spectrum Disorder in Mainstream Classrooms

Inclusive education has become a cornerstone of many government policies in an increasing number of countries, yet teachers have been found to hold mixed attitudes towards its implementation and usefulness. This article, using English terminology and thinking, aims to extend previous research on the effect of teacher attitudes towards inclusion in classroom learning environments, and to explore perceived adequacy of support, levels of stress, and willingness to include pupils with certain difficulties. Teachers (N = 95) completed questionnaires on attitudes to inclusion, classroom learning environment, support and stress. Pupils (N = 2,514) completed a questionnaire on classroom learning environment only. Teacher attitudes towards including special educational needs pupils in mainstream settings were found to have a significant impact on how they managed their classroom learning environments and how adequately they perceived available support. Teachers with more positive attitudes towards inclusion were reported by their pupils to have classroom environments with greater levels of satisfaction and cohesiveness and lower levels of friction, competitiveness and difficulty than for those with teachers who held less positive attitudes. Teacher attitudes towards inclusion increased with greater perceived adequacy of both internal and external support. Teachers were less willing to include pupils with behavioural difficulties than pupils who were able/gifted or had physical difficulties, irrespective of attitude to inclusion.

/pdf/teachers-attitudes-towards-inclusion-perceived-adequacy-of-3agy5e6hz3.pdf

Teachers’ attitudes towards inclusion, perceived adequacy of support and classroom learning environment

The current significantly high prevalence rates of autism spectrum disorder (ASD) coupled with the paradigm shift from exclusive to inclusive education warrants research on inclusion of children with ASD in mainstream classrooms in Zimbabwe. A qualitative methodology was used to interview 21 regular primary school teachers regarding social barriers and enablers of inclusion of 6–12 year old children with ASD in mainstream classrooms in Harare educational province of Zimbabwe. Data analysis comprised pattern coding and cross-case analysis. Social rejection, communication impairments and behavioural challenges of children with ASD interfered with inclusion in mainstream classrooms. Regular teachers’ training, stakeholder collaboration and institutionalization of social support services and programmes would facilitate the inclusion of children with ASD in mainstream classrooms.

Inclusion of Children with Autism Spectrum Disorders: Listening and Hearing to Voices from the Grassroots.

There are 2 main laws protecting students with disabilities—including those with ADHD: 1) the Individuals with Disabilities Education Act of 1997 (IDEA) and 2) Section 504 of the Rehabilitation Act of 1973. IDEA is special education law. Section 504 is a civil rights statute. Both laws guarantee to qualified students a free and appropriate public education (FAPE) and instruction in the least restrictive environment (LRE), which means with their peers who are not disabled and to the maximum extent appropriate to their needs.

Better IEPs: How To Develop Legally Correct and Educationally Useful Programs. Third Edition.

/pdf/inclusion-in-education-towards-equality-for-students-with-2oz0r8wepj.pdf

Inclusion in education: towards equality for students with disability

The impact of the emphasis on inclusion in special education has resulted in a higher frequency of young children with autism being included in early childhood programs with typically developing peers. Many early childhood educators have risen to face the challenge, and this has resulted in enhanced learning for young children with autism in the regular classroom. This article focuses on the multiple roles of early childhood educators as they work with the diverse needs of young children with autism in their classrooms.

Inclusion Means Everyone! The Role of the Early Childhood Educator when Including Young Children with Autism in the Classroom

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Inclusion Means Everyone! The Role of the Early Childhood Educator when Including Young Children with Autism in the Classroom