The Inclusive Education of Autistic Children: Educational Professionals’ Experiences

The advent of neurodiversity-affirmative approaches coupled with the increasing identification of autistic children have implications for inclusive education. “Educational professionals” is a term used in this study to represent class teachers, special education teachers and special needs assistants. The aim of the study is to gain insight into the experiences of educational professionals facilitating the inclusive education of autistic children. Inclusion refers to all students’ active involvement in learning, whereby they can achieve and are valued. The neurodiversity paradigm recognises diversity and promotes acknowledging and understanding of variation in neurocognition. For full inclusion to occur, the individual needs of all students must be understood and met. This study is based upon an interpretative and constructivist epistemological framework that developed from the idealist perspective and an inductive approach was adopted. This study is informed by Bronfenbrenner’s bioecological theory, reflecting the interplay of the various systems supporting inclusive education. This study comprises two papers, the systematic literature review and an empirical article which explore the inclusive education of autistic children in mainstream classes. Bronfenbrenner’s bioecological theory underpinned the two papers and provided insight into how subsystems operate within the school microsystem to facilitate the inclusive education of autistic children. Bronfenbrenner’s bioecological theory acknowledges the significance of interactions between people, symbols and objects for human development and these interactions are essential for the facilitation of inclusive education. The systematic literature review identified challenges experienced by teachers working with autistic children and the strategies they used to overcome these challenges. Findings from the systematic literature review indicated that teachers had insufficient knowledge on autism, and issues in relation to sensory, social, communication and behaviours were identified as areas whereby autistic children required additional support. The voices of educational professionals working with autistic children in primary schools were accessed by means of thirty semi-structured qualitative interviews. While barriers to inclusive education were acknowledged, teamwork and collaboration were considered essential. The educational professionals identified additional benefits of inclusive education for the neurotypical children including increased understanding and empathy. The implications of the research for the professional practice of educational psychologists are identified with recommendations for future research highlighted.