Autism-Open Access
Open Access

Abstract

Special and General Education Teachers Attitudes about Inclusion for Students with ASD

Perri Rosen, Erin Rotheram-Fuller* and David Mandell

Background: While inclusion is the most preferred educational placement for students with autism spectrum disorders (ASD), teachers' perceptions and attitudes are likely to influence the success of inclusion within their classroom.

Objective: The goal of this study was to compare the attitudes of special and general education teachers on the appropriateness and challenges of inclusion for their students with ASD.

Methods: This study compared self-report surveys of self-contained autism support teachers (AS, n=27) and general education teachers (GE, n=22) attitudes about their experiences with inclusion for their current students.

Published Date: 2021-09-10; Received Date: 2021-07-21