Perri Rosen, Ph.D.
Erin Rotheram-Fuller, Ph.D.
Arizona State University
David Mandell, SC.D.
University of Pennsylvannia
This study examined autism support teachers’ attitudes about inclusion, as well as perceived barriers and resource needs. A survey was developed for this study and administered to 27 elementary teachers in autism support (AS) classrooms in a large, urban district. Approximately 75% of students in the sample were educated primarily in self-contained settings, although 70% had teachers who recommended more inclusion. AS teachers were more concerned about the readiness of general education teachers and their classrooms than the readiness of their students. The greatest needs were school-wide training (47%), acceptance of students with autism (38%), smaller class sizes (31%) and more support staff (31%). AS teachers’ attitudes about student placement were somewhat conflicted, underscoring the need to build school-wide capacity and promote greater acceptance.
To Read or Download this Article - Click Here (login required)
To Download the Entire Winter 2018 Issue of JAASEP - Click Here (login required)
AASEP MEMBERS LOGIN to Access live links to all available JAASEP issues.
If you are a member of AASEP, please login to freely access this and all archived issues of JAASEP
If you are NOT A MEMBER of AASEP or NASET you may purchase this article for $4.95 (use the Buy Now button below):
OR - Buy the entire issue of JAASEP WINTER 2018 for $19.95 by using the Buy Now button below:
OR - Join AASEP Today and receive access to this and all past issues of JAASEP -
Join AASEP Here