A review of research into stakeholder perspectives on inclusion of students with autism in mainstream schools

ABSTRACT

Increasing numbers of students with autism are being educated in mainstream schools. However, outcomes for students with autism are poor when compared to typical students and students with other developmental disabilities. In order to better understand facilitators and barriers to success at school for students with autism, research into the attitudes of key stakeholders, educators, parents, people with autism, to inclusion in mainstream schools for students with autism, was reviewed. Key themes emerging included attitudes to inclusion, the characteristics of autism and social communication in particular and interaction with the school environment, and consequent student problem behaviour. Level of knowledge and understanding of school staff emerged as the primary issue with all stakeholders identifying the need for more training. Other support needs identified included the need for structural support, resources and funding. Parents, in particular, identified the need for a collaborative approach to the education process. The findings highlight the need to translate theory into practice to increase capacity in schools to provide effective educational programmes for students with autism.

KEYWORDS:

• Inclusion
• stakeholder perspectives
• autism spectrum disorder
• schools

Notes on Contributors

Jacqueline Roberts, in 2011 holds the Chair of Autism in the Autism Centre of Excellence (ACE) at Griffith University, Brisbane, Australia. Jacqui worked in schools for children with autism as a teacher, speech language therapist, principal and Director of Services, as a consultant in autism and held several short-term fractional appointments at universities teaching autism studies and leading/managing research projects including content in the Australian Autism Education and Training Consortium (AAETC) Positive Partnerships programme. In her current position, Jacqui leads a programme of research into autism and a graduate programme of autism studies. In 2015, Jacqui co-authored a book for parents, Understanding Autism. The Essential Guide for Parents with Professor Katrina Williams.

Kate Simpson is a lecturer in the postgraduate program of Autism Studies at Griffith University, Australia. Kate has worked with individuals with diverse needs and their families for 20 years as an occupational therapist, teacher and researcher. Her current research focuses on developing effective interventions for children with Autism Spectrum Disorder, in particular children who are minimally verbal, and the translation of research to practice.

Additional information

Funding

The authors acknowledge partial funding support for the research from The Griffith Institute of Educational Research.