The Influence of Internal School Relationships on the Inclusion of Pupils with ASD
Keywords:
School Relationships, Inclusion, ASD, Autism, Autism Spectrum Disorder, Mainstream, Primary Schools, Self-Evaluation, Teacher SupportAbstract
This article is based on the author’s D.Ed. thesis conferred from Trinity College, Dublin, in 2013. In it she discusses how internal school relationships influence the inclusion process in relation to the inclusion of pupils with autistic spectrum disorder (ASD) within mainstream primary schools. It centres on schools’ interpretation of inclusion and how this impacts on staff members’ engagement with the inclusion process for pupils with ASD. The aim is to provide ideas for reflection and discussion as part of the school self- evaluation process.
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