Knowledge and barriers to inclusion of ASC pupils in Scottish mainstream schools: a mixed methods approach

Figures & data

Table 1. Demographic characteristics of participants.

Groups	Participant numbers	Sex M:F	Age Range; mean; SD (all years)	Experience of working with autistic child (%)	Experience of educating more than 10 autistic children (%)	Experience over 5 years of working with autistic children	Currently working with at least 1 autistic child (%)	1 or 2 children currently under their care (%)	Less than 2 years in role (%)	Formal ASC training (%)	Formal University/College ASC Training (%)
Early years staff	N = 22	0:22	21-53; 37.5; 8.7	90.9	27.3		54.5	72.3	27.3	27.3	0
Primary staff	N = 25	6:19	24–60; 41.5; 10.4	96	36	48	56	48		36	12
Secondary staff	N = 38	6:32	24–65; 48; 11.7	100	55.3	34.2	68.4	50		34.2	15.8
Pupil support assistants (PSA)	N = 53	4:49	29–64; 48.6; 9.5	100	41.5	54.7	75.5	88.7		52.8	3.8

Table 2. Scores of school staff on the KCAHW questionnaire by domain and total knowledge.

Occupation	Domain 1			Domain 2				Domain 3			Domain 4			Total ASC Knowledge
	N	M	SD	N	M	SD	N	M	SD	N	M	SD	N	M	SD
Early years	20	6.8	1.32	20	.9	.31	20	3.75	.55	20	3.05	1.36	20	14.5	2.24
Primary teachers	23	5.09	1.3	23	.74	.45	23	3.13	1.01	23	3.3	1.06	23	12.26	2.54
Secondary teachers	35	5.57	2.06	35	.54	.51	35	3.06	.91	34	2.91	1.29	34	11.93	3.03
PSA	46	5.85	1.55	48	.75	.44	49	3.37	1.01	49	3.0	1.21	46	13.09	2.89

Figure 1. Knowledge scores shown by experience of ASC and occupation.

Table 3. Themes representing perceived barriers of inclusion.

Question: What are your perceived barriers in performing your role when supporting those with ASC?
Theme	Explanation	Example responses
Limited ASC training	Relates to lack of ASC training offered to staff.	‘No training … lack of skills … ’ P2 ST ‘Learning on the job … ’ P108 ST ‘Lack of information about ASC.’ P117 PSA
Lack of support	Relates to perceived lack of support to work effectively with autistic children.	‘Lack of support … ’ P2 ST
Sub-theme 1: Resourcing (i.e. lack of staff numbers for one to one support)	The first sub-theme reflects concerns regarding appropriate human resourcing. It was believed that schools lacked adequate staff numbers needed to provide students with one-to-one support as well as attend to other students in the class.	‘Lack of support staff to allow me to work one-to-one … ’, P4 ST ‘Being on your own without support to deliver a lesson to the whole class.’ P5 ST
Sub-theme 2: Information sharing	The second sub-theme concerns participants beliefs about the lack of information sharing about individual pupils and with respect to receiving information from external agencies.	‘Lack of information about individual children … ’ P110 PSA ‘Lack of communication among staff.’ P120 PSA ‘Trying to get the appropriate support from other agencies.’ P 63 EY
Lack of knowledge about ASC	Reflects staff lack of knowledge about ASC symptoms and how the disorder can impact upon learning/support needs.	‘Lack of knowledge of what autism is/not always knowing what the ‘label’ is’ P33, P95 ST ‘Not all staff have an understanding of the difficulties that children with ASC have.’ P22 PSA
Difficulties in managing ASC	Relates to difficulties in differentiating learning for autistic children and being able to do this for each learner.	‘Work not differentiated/Adapting activities to be understood and effective for them’ P106, PT
Sub-theme 1: Staff efficacy	The first sub-theme concerns staff efficacy; staff lacked confidence in their ability to successfully adapt practices for autistic students.	‘Fear of making things worse.’, P 86 PT
Sub-theme 2: Flexibility	The second sub-theme concerns rigid approaches to support, timetabling and curriculum delivery.	‘Flexibility of the timetable/demands of delivering the curriculum’ P5 ST
		‘Teachers in mainstream who are not flexible with pupils with ASC’P32 PSA
Parental involvement	Relates to parents’ role in successful inclusion and the need for communication between staff and parents.	‘Not enough information from parents.’ P28, PSA
		‘Working with the child but parents not supportive … ’ P131 PSA

EY = Early years practitioner, PT = Primary Teacher, ST Secondary Teacher, PSA = Pupil Support Assistant.

Table 4. Themes representing participants’ support suggestions.

Questionnaire: Do you have any suggestions on how to improve the service or support your role?
Theme	Explanation	Example responses
Individualising educational experience	Staff suggested a more individualised approach to education. A more flexible curriculum, more counselling support and changes in teachers’ expectations for autistic children were appropriate following the child’s diagnosis.	‘More space in curriculum to meet children's needs.’ P80 PT ‘More counselling support’ P97 ST ‘Different expectations for children with ASC.’ P138 PSA
Changes to learning spaces	Staff described changes to the learning space that would facilitate learning and development for autistic children. Suggested changes included, smaller class sizes, increased ICT facilities, break out ‘safe zones’ for autistic children and more group work.	‘Safe zones for ‘chill out' … ’ P96 ST ‘More use of ICT.’ P1 ST ‘More group work for young person with social situations … ’ P97 ST
Opportunities to learn about ASC	Staff made it clear that they needed more training about ASC. They wanted to be given more opportunities to observe practices in specialised ASC settings and to learn about the impact of ASC on education and emotional wellbeing.	‘more knowledge on strategies to enhance child's experiences, emotional and cognitive development.’ P55 EY ‘Visits to observe strategies employed in specialised units’ P3 ST
Communication	There is a need for more quick and thorough communication among staff, including specialist practitioners, more experienced staff, management and families.	‘More help from experience staff..’ P39 PSA ‘More communication with ASL [specialists], class teachers, management … ’ P127 PSA ‘More quick and thorough communication’ P92 ST

EY = Early years practitioner, PT = Primary Teacher, ST Secondary Teacher, PSA = Pupil Support Assistant.

Figure A1. Perceived barriers: themes by participant group.

Figure A2. Suggestions for support by participant group.