Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Autism Support Teachers’ Attitudes about Inclusion for Children with Autism

  • Perri Rosen, Ph.D. (Author) Temple University image/svg+xml
    Perri Rosen is Project Director of the Garrett Lee Smith Youth Suicide Prevention grant, a SAMHSA-funded grant awarded to the Pennsylvania Office of Mental Health and Substance Abuse Services (OMHSAS) at the Department of Human Services (DHS) in Harrisburg, Pennsylvania. She is also Nationally Certified School Psychologist (NCSP) and a Pennsylvania certified special education teacher.
  • Erin Rotheram-Fuller, Ph.D. (Author) Arizona State University image/svg+xml
    Erin Rotheram-Fuller is an Associate Professor at Arizona State University in Special Education, and the Coordinator of the online masters and graduate certificate programs in Autism Spectrum Disorders. Her research focuses on the environmental and social supports needed to assist students with autism in educational and community settings.
  • David Mandell, SC.D. (Author) University of Pennsylvannia
    David Mandell is professor of psychiatry at the University of Pennsylvania Perelman School of Medicine, where he directs the Center for Mental Health Policy and Research. His research is designed to improve the quality of care that individuals with autism and other developmental and psychiatric disabilities receive in their communities.
DOI
https://doi.org/10.64546/jaasep.357
Abstract
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.
Keywords
Academic Support Services, Autism, Barriers, Educational Environment, Educational Resources, Elementary School Students
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How to Cite
Rosen, P., Rotheram-Fuller, E., & Mandell, D. (2018). Autism Support Teachers’ Attitudes about Inclusion for Children with Autism. Journal of the American Academy of Special Education Professionals, 13(1), 103-115. https://doi.org/10.64546/jaasep.357

Winter 2018

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  • Article Type Articles
  • Submitted December 28, 2017
  • Published February 15, 2018
  • Issue Winter 2018
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