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

Autism spectrum disorders (ASD) are a group of complex neurodevelopmental disorders. The prevalence of ASD in many South Asian countries is still unknown. The aim of this study was to systematically review available epidemiological studies of ASD in this region to identify gaps in our current knowledge. We searched, collected and evaluated articles published between January 1962 and July 2016 which reported the prevalence of ASD in eight South Asian countries. The search was conducted in line with the PRISMA guidelines. We identified six articles from Bangladesh, India, and Sri Lanka which met our predefined inclusion criteria. The reported prevalence of ASD in South Asia ranged from 0.09% in India to 1.07% in Sri Lanka that indicates up to one in 93 children have ASD in this region. Alarmingly high prevalence (3%) was reported in Dhaka city. Study sample sizes ranged from 374 in Sri Lanka to 18,480 in India. The age range varied between 1 and 30 years. No studies were found which reported the prevalence of ASD in Pakistan, Nepal, Bhutan, Maldives and Afghanistan. This review identifies methodological differences in case definition, screening instruments and diagnostic criteria among reported three countries which make it very difficult to compare the studies. Our study is an attempt at understanding the scale of the problem and scarcity of information regarding ASD in the South Asia. This study will contribute to the evidence base needed to design further research and make policy decisions on addressing this issue in this region. Knowing the prevalence of ASD in South Asia is vital to ensure the effective allocation of resources and services.

/pdf/autism-spectrum-disorders-asd-in-south-asia-a-systematic-dm937e4sq0.pdf

Autism Spectrum disorders (ASD) in South Asia: a systematic review

This paper argues for, and demonstrates the effectiveness of, including young children in commenting on and improving their learning environments. It reports the experiences gathered from of 16 setting‐based, small‐scale, practitioner‐led projects. Taking a view of citizenship as ‘participation’ the paper shows how practitioner‐research can support the evolution of inclusive environments for all children. Following a critical review of the literature on citizenship, young children, and ‘inclusion’ the paper considers the usefulness of the participant methodology of practitioner action research and the concept of ‘voice’ in educational research and report. Examples of practitioner‐research projects involving children aged three to six years identify and illustrate key themes from the data. Thus, they demonstrate: (1) the range of factors which excited or worried the children; and (2) the ways in which children’s concerns and ideas were listened to and action for change was developed. The children’s ideas a...

Citizenship and inclusion in the early years: understanding and responding to children’s perspectives on ‘belonging’

/pdf/toward-an-australian-culturally-responsive-pedagogy-a-3or5djwqlt.pdf

Toward an Australian culturally responsive pedagogy: a narrative review of the literature

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

The Reggio Emilia Approach and Inclusive Early Childhood Programs

Culturally Responsive Teaching in the 21st Century Inclusive Classroom.

language, and development of varied interests are fundamental skills critical for life success. Yet these are the skills that often present the most significant challenges for individuals with autism. In fact, quantitative and qualitative deficits in these three areas are required identifiers for demonstrating autism (American Psychiatric Association, 1994). While individuals with autism must present the social difficulties, language limitations, and restriction of interests necessary for diagnosis, the degree to which these characteristics are demonstrated vary widely among individuals with autism. Involvement can range from mild to severe and can change as a function of age or development (Smith, 2004). For example, a toddler with autism may demonstrate significantly hyperactive behavior and limited social and language abilities. However, these characteristics may become less intense and debilitating as the toddler progresses toward adulthood. Although autism is a lifelong disability and currently incurable, certain interventions have resulted in significant improvements and in placements in more communitybased or less restrictive settings. This article utilizes a case-study approach to illustrate those intervention strategies most efficacious for children with autism.

Strategies for Increasing Positive Social Interactions in Children with Autism: A Case Study

In India, the family is largely responsible for its members with disabilities. With the increase of women in the work force and with fewer joint family systems in the urban areas, many parents are concerned about their ability to take care of their children with disabilities. Also, parents have few opportunities to advocate for their children. Meetings are often difficult to organize and are poorly attended. In response to those needs, the National Institute for the Mentally Handicapped organized the first national meeting of the registered parent associations in 1990 (Misra, 2000).

Special Education in India: The Success of a Model Program.

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