Inclusion of autistic students: promising modalities for supporting a school team

Abstract

Purpose

School staff who work with autistic students are at a high risk of exhaustion. More training and guidance are needed to enable them to respond to these students’ needs. The purpose of this study was to design and evaluate a professional development program offered by an occupational therapist to help a team of school staff facilitate the participation of autistic students and their peers.

Methods

A design-based research approach guided the development and evaluation of the modalities of the program. A case study was conducted in a school with nine school staff members using individual interviews, questionnaires, and a logbook.

Results

The program comprised five modalities: regular presence of the occupational therapist, a needs analysis, content focused on the features of an inclusive school, individual coaching, and team coaching. The following elements emerged as particularly helpful for the participants: frequent interactions with the occupational therapist, opportunities to collaborate, personalized support, experimentation of new practices with the occupational therapist, and concrete training content that can benefit all students.

Conclusion

The modalities of the program appear promising to help a school team facilitate the participation of all students, including those who are autistic.

Implications for rehabilitation

• Occupational therapists can help school teams to facilitate the participation of autistic students and their peers.

• A combination of individual and team coaching sessions appears promising in helping school staff adopt practice changes to make their school more inclusive.

• Using a multi-tiered approach can help therapists collaborate with school staff members to first find solutions that will be applicable with all of their students.

Keywords:

• School
• autism spectrum disorder
• occupational therapy
• coaching
• inclusive education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by an Insight Development Grant from the Social Sciences and Humanities Research Council. The first author was a master student supported by grants from: Fonds de recherche du Québec Société et culture, Institut universitaire en déficience intellectuelle et trouble du spectre de l’autisme, and Fonds de recherche en inclusion sociale. The translation of this manuscript was supported by a grant from Institut universitaire en déficience intellectuelle et trouble du spectre de l’autisme.