Educators’ Challenges of Including Children with Autism Spectrum Disorder in Mainstream Classrooms

Abstract

Although children with autism spectrum disorder (ASD) are increasingly being placed within mainstream classes, little is known about the challenges that teachers encounter with including them as full participants in the class. This qualitative study draws on a purposive sample of 13 educators who have experience teaching children with ASD within two cities in Ontario, Canada. Through in-depth interviews we asked about teachers’ challenges regarding creating an inclusive environment within their classroom. Teachers reported several challenges, including: understanding and managing behaviour; socio-structural barriers (i.e., school policy, lack of training and resources); and creating an inclusive environment (i.e., lack of understanding from other teachers, students and parents). Teachers recommend that more resources, training and support are needed to enhance the education and inclusion of children with ASD.

Keywords:

• Asperger’s
• autism spectrum disorder
• children
• inclusive education
• mainstream classroom
• qualitative research
• social inclusion
• teachers

Acknowledgements

The findings reported here are based on research conducted as part of the “Exploring Educators’ Successes and Challenges of Including Children with ASD in Mainstream Classes” project. The content of this publication does not necessarily reflect the views or policies of Holland Bloorview Kids Rehabilitation Hospital nor this journal. Opinions reflect those of the authors and do not necessarily reflect those of the funding agency. The authors had no financial or other conflicts of interest.

Funding

The research project was funded by a Bloorview Research Institute start-up grant, from the Holland Bloorview Kids Rehabilitation Hospital Foundation.