20139
Supporting Students with ASD in the Inclusive Classroom: Teacher Perspectives
While parents and education personnel agree that interventions addressing the social skill deficits of students with ASD are needed for students to attain independence and success (Brown, Odom, & Conroy, 2001), research suggests general education teachers do not feel prepared to implement such interventions. General education teachers have specifically noted concerns about their lack of knowledge and training related to ASD (Finke, McNaughton, & Drager, 2009) and some even hold misconceptions related to ASD (Segall & Campbell, 2012). Further, while educational professionals have indicated they want parents to be involved in their child’s education, educators have reported difficulties establishing such collaborative relationships (Bezdek, Summers, & Turnbull, 2010).
Objectives:
The purpose of this study was to understand elementary, middle, and high school educators’ perspectives of the social support needs of students with ASD educated in inclusive settings, their own needs as educators, and their perceptions of parent roles.
Methods:
Six focus groups and one interview were held over a one year period in one school district in a southeastern state. General and special education teachers (n = 34) who had experience working with students with ASD educated in inclusive classrooms from six different schools (two at each level of elementary, middle, and high school) were invited to participate in the focus groups. Focus groups were recorded and transcribed. Data were coded using a constant comparative method (Strauss & Corbin, 1998). Themes and subcategories were generated, reviewed, revised, and organized in order to group the data into discrete categories. While reviewing the data, memo writing (Charmaz, 2000) was used to identify relationships within the transcripts and help the researchers better understand the participants’ perspectives regarding their students and professional development needs.
Results:
Themes emerged in three main categories. First, teachers across all grade levels noted several key characteristics of their students with ASD interfering with their successful inclusion in the school setting, and noted social support needs of students with ASD to include: (a) social-relationships, (b) social- academics, (c) self-advocacy, (d) transitioning, and (e) peer related needs. Second, based on these characteristics, teachers indicated a need for education and professional development in the following areas: (a) ASD and students’ individual characteristics, (b) accommodations for students’ academic and social needs within inclusive classrooms, and (c) promotion of advocacy for students with ASD. Third, teachers discussed their perceptions of parents’ roles in supporting students with ASD, which included: (a) parental advocacy and (b) facilitating skill development at home.
Conclusions:
The study’s results illuminated the critical need for social-related interventions for youth with ASD in inclusive classrooms, professional development for teachers related to facilitating successful inclusion of students with ASD, and promotion of greater parent-teacher collaboration. A collaborative approach is needed in which special and general education teachers as well as parents, collaboratively problem solve drawing on their own expertise to make successful inclusion truly work for all – teachers, peers, and students with ASD.