Development and Inclusion of Autistic Children in Public Schools

Abstract

Characterized by limited or almost inexistent social skills, autistic children imperatively need social integration, in order to ensure a positive social environment in which they could imitate their colleagues and develop better means of communication. A sample of 60 teachers from public and special schools, aged between 29 and 50 years old, was assessed using Inclusion of Children with Special Needs in Public Schools Questionnaire in order to analyse their opinions and attitudes towards inclusive education. A sample of 75 children (aged between 8 and 12 years old) with Autistic Spectrum Disorder, with whom these teachers interact, was assessed with Adaptive Behaviour Assessment System II. We found significant differences regarding communication, community use and self-care, social skills and general adaptive composite (GAC score), between children in special and public schools. Furthermore, teachers emphasize that: (1) society, in general, has a tolerant attitude toward children with educational special needs; (2) families with such children choose a public school mostly in order to integrate their children in society and to ensure them the right to equal chances; (3) differential assessment strategies are needed for these children and adaptation of the curriculum to their needs; (4) children with special needs have a real chance of success in a public school. Results are analysed in relationship with teacher's roles, opinions and attitudes toward the integration of autistic children in public schools.

Educator Attitudes Towards the Inclusion of Students with Autism Spectrum Disorders in Mainstream Education: a Systematic Review

“…The sample sizes ranged from 72 to 863 and included general education (both primary and post primary), special education and physical education teachers, principals and instructors. Five studies did not present data on gender (Agyapong et al, 2010;Horrocks et al, 2008;McGregor & Campbell, 2001;Salceanu, 2020;Su et al, 2020), but of the remaining studies, 1756 participants were female, and 326 were male. Two studies reported mean ages of 46 and 38.8 (Beamer & Yun, 2014;Segall & Campbell, 2014).…”

“…Segall and Campbell (2014) asked which cohort of SEN is most appropriate for mainstream education. Salceanu (2020) asked participants what they thought the best solution was for the educational placement of these students. Su and colleagues (2020) presented the opinions of their participants on whether or not these students could be taught in mainstream classrooms.…”

“…Training in SEN and ASD was another factor which was assessed for its relationship to inclusion attitudes. Participants in five studies stated that they lacked specific training on ASD (Abu-Hamour & Muhaidat, 2013;Agyapong et al, 2010;Bjornsson et al, 2019;McGregor & Campbell, 2001;Salceanu, 2020). Two studies found training in SEN in general or ASD in particular did not influence the inclusion attitudes of their participants (Abu-Hamour & Muhaidat, 2013;Leonard & Smyth, 2020).…”

Socio-Psychological Features of Students With Special Educational Needs as a Cause of Conflicts in Inclusive Groups

“…The important role of teachers in the inclusive education implementation and solving all related problems is discussed in the works of the following researchers: Mâţă & Clipa (2020); Bezliudnyi et al (2020); Frumos (2020); Sălceanu (2020).…”

“…At the same time, teachers should be responsible for the choice and use of certain methods and training resources in accordance with the needs of students, so that the latter can achieve basic educational goals. Sălceanu (2020) emphasizes the important role of teachers in the inclusion of autistic children in public schools. It is the teacher who plays an active role in the development of children's cognitive, practical and social skills, in the management of children's classes and in creating opportunities for learning for both ordinary and autistic children.…”