Exploring Primary Teachers' Attitudes Towards the Inclusion of Learners with Autism Spectrum Disorder (ASD) in a Mainstream Environment.
Keywords:Inclusion, Autism Spectrum Disorder, Mainstream schools, Teacher Attitudes
This article explores teachers’ attitudes towards the inclusion of learners with ASD, which has been the focus of worldwide debates for decades. Due to an increase in prevalence, more learners with ASD attend mainstream environments, providing opportunities and challenges for teachers. This emphasises the prerequisite of knowledge and understanding of this unique group of learners. Furthermore, teachers are left to interpret inclusion based on individual attitudes in the absence of a unified understanding, meaning all practices could potentially be viewed as inclusive.These elements have
definite consequences for teachers who wish to include learners with ASD. Consequently, teachers’ attitudes towards the inclusion of learners with ASD in a mainstream setting are examined in this article, informed by cognitive, affective, and behavioural factors. The findings represent the views of fifteen teachers from one rural national school, which indicated that inclusion is viewed favourably, and opportunities for further development are identified.
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