How to facilitate the educational inclusion of students with autism: learning from the experience of teachers in Spain

Yolanda Muñoz-Martínez, Cecilia Simón Rueda, MªLuz M. Fernández-Blázquez
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Abstract

PurposeThis study analyses the barriers and facilitators for the educational inclusion of students with autism spectrum disorder (ASD) from the perspective of their teachers.Design/methodology/approachA qualitative methodology was applied, specifically a multiple case study from which 24 in-depth interviews were conducted with teachers who had worked previously with students with ASD. The participants were Spanish teachers from different educational stages (from early childhood education to baccalaureate) and with different roles (ordinary classroom teachers and support teachers).FindingsThe results show that collaboration amongst teachers, their attitudes, the way of understanding the supports, the creation of collaboration between students and the organisation of both the school and the classroom are important for the inclusion of students with ASD. The analyses and discussion of the facilitators for the inclusion of these students are especially relevant, since they provide useful guidance for teachers who want to respond to the right of these students to an inclusive education.Research limitations/implicationsThe limitations and future research lines of this study are related to the logic of amplitude and depth, respectively. Regarding amplitude, the authors highlighted the importance of gathering the voices of professionals committed to the development of more inclusive practices; however, the authors also identified the need to expand the listening to the voices of teachers who do not have such experience. This raises a possible future research line: to explore how to reach teachers with no experience in inclusive education in order to contribute to the transformation of their practice.Practical implicationsThere is extensive knowledge within the classrooms, which the authors aimed to demonstrate in this study, with the hope that others can learn from it. The obtained results are useful to every teacher who wishes to create an inclusive school. In agreement with the consideration of inclusive education as a process, this investigation identified strategies and resources that facilitate the learning and participation of students with ASD, as well as barriers that must be tackled to advance in this regard.Originality/valueThe authors aimed to contribute to understanding the advances in the development of the right to inclusive education. To this end, the authors gathered the voices of teachers (those from the ordinary classroom and those considered “support teachers”) from regular schools that welcome students with ASD and which had a history of commitment to the development of more inclusive education. There is extensive knowledge within the classrooms, which the authors aimed to demonstrate in this study, with the hope that others can learn from it. The obtained results are useful to every teacher who wishes to create an inclusive school.
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如何促进自闭症学生的教育融合:从西班牙教师的经验中学习
目的从教师角度分析自闭症谱系障碍(ASD)学生教育融合的障碍和促进因素。设计/方法/方法采用了定性方法,具体来说,是一个多案例研究,其中对以前教过自闭症学生的教师进行了24次深度访谈。参与者是不同教育阶段(从幼儿教育到学士学位)和不同角色(普通课堂教师和辅助教师)的西班牙语教师。结果表明,教师之间的合作,他们的态度,理解支持的方式,学生之间合作的创造以及学校和课堂的组织对于自闭症学生的包容是重要的。对这些学生融入的促进因素的分析和讨论尤其重要,因为它们为想要回应这些学生接受包容性教育权利的教师提供了有用的指导。研究局限性/启示本研究的局限性和未来的研究方向分别与振幅和深度的逻辑有关。关于幅度,作者强调了收集致力于发展更具包容性实践的专业人士的声音的重要性;然而,作者也指出,有必要扩大倾听没有这种经验的教师的声音。这提出了一个可能的未来研究方向:探索如何接触到没有全纳教育经验的教师,以促进他们实践的转变。实际意义在课堂上有广泛的知识,作者的目的是在这项研究中展示,希望其他人可以从中学习。获得的结果对每一位希望创建包容性学校的教师都是有用的。与将全纳教育作为一个过程的考虑一致,本调查确定了促进自闭症学生学习和参与的策略和资源,以及在这方面必须解决的障碍。原创性/价值作者的目的是有助于理解包容性教育权发展的进展。为此,作者收集了来自普通学校的教师(来自普通课堂的教师和被认为是“辅助教师”的教师)的声音,这些学校欢迎患有自闭症的学生,并且有致力于发展更具包容性教育的历史。教室里有广泛的知识,作者希望在这项研究中证明这一点,希望其他人可以从中学习。获得的结果对每一位希望创建包容性学校的教师都是有用的。
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