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Special and General Education Teachers Attitudes about Inclusion for Students with ASD

Perri Rosen, Erin Rotheram-Fuller and David Mandell

Background: While inclusion is the most preferred educational placement for students with autism spectrum disorders (ASD), teachers' perceptions and attitudes are likely to influence the success of inclusion within their classroom.

Objective: The goal of this study was to compare the attitudes of special and general education teachers on the appropriateness and challenges of inclusion for their students with ASD.

Methods: This study compared self-report surveys of self-contained autism support teachers (AS, n=27) and general education teachers (GE, n=22) attitudes about their experiences with inclusion for their current students.

Results:The majority of teachers (73% AS and 91% GE), supported their students’ current placement, however AS teachers recommended more time in the GE classroom in the future for 70% of their students. Challenges of inclusion identified by teachers varied by the type of teacher: GE teachers struggled with students’ communication and social skills and 29% wanted additional support staff. In contrast, 28% of AS teachers wanted more behavioral management training and support for the GE teachers working with their students.

Conclusion: Tailoring administrative resources to AS and GE teachers' needs for successful inclusion remains an ongoing challenge.

Keywords: Autistic disorder; Attitude; Special education; Education placement; Inclusion