Views From the Trenches: Teacher and Student Supports Needed for Full Inclusion of Students With ASD. (February 2015)

• Record Type: Journal Article
• Authors: Able, Harriet; Sreckovic, Melissa A.; Schultz, Tia R.; Garwood, Justin D.; Sherman, Jessica
• Other Names: Marder Tamara guest-editor.; deBettencourt Laurie guest-editor.
• Is Part Of: Teacher education and special education. Volume 38:Number 1(2015:Feb.)
• Page Start: 44
• Page End: 57
• Publication Date: 2015-02
• Subjects: autism -- teacher preparation -- qualitative research; Special education -- Periodicals; Special education teachers -- Training of -- Periodicals; Sonderpädagogik; Lehrerfortbildung; 371.9
• DOI: 10.1177/0888406414558096
• Languages: English
• ISSNs: 0888-4064

Abstract

The current prevalence rates for autism spectrum disorder (ASD) coupled with the mandate to provide services to students with disabilities in inclusive classrooms warrants the need to examine the dynamics of inclusion for students with ASD. Focus groups were conducted with special and general educators at the elementary, middle, and high school levels to determine the needs of students with ASD in fully inclusive settings as well as teachers' needs in facilitating their students' success. The study was translational in nature by focusing on the practice and daily experiences of teachers for informing professional development. Teachers highlighted the knowledge and skills teachers need for students with ASD to fully benefit from inclusive educational placements. Those included the need to fully understand ASD, differentiation, and social support strategies for students with autism as well as the strong need for increased collaboration between general and special educators.