Stakeholder Perspectives on the Inclusion of Secondary Students with Autism Spectrum Disorder: Challenges and Support Needs

Background: As the prevalence of Autism Spectrum Disorder (ASD) is increasing, some studies have found that the majority of individuals with ASD are without comorbid intellectual disability (ID; CDC, 2014; Kim et al., 2011). This means that high schools are serving a growing number of students with ASD in inclusion classrooms charged with preparing them for the postsecondary environment. Taylor and Seltzer (2011) described this subgroup of students with ASD without ID as “falling through the cracks” as they may not be eligible for the same transition services as their peers with ID who often participate in a more career and life skills focused curriculum. Consequentially many students with ASD are unprepared as they move from high school to the post-school environment (Chiang et al, 2012, Gerhardt & Lanier, 2011). The financial implications, according to a cost analysis for the United States, is $35 billion in direct and indirect costs across the lifespan for individuals with ASD who do not achieve independence (Ganz, 2007). The cost to families and the individuals themselves in terms of quality of life are more difficult to assess.

Objectives: Little is known about the experiences of adolescents with ASD in the inclusion classroom as they prepare for life after high school. Gathering and acknowledging the perspectives of stakeholders involved in the education of high school students with ASD is essential to implementing effective interventions to meet their needs and ultimately to provide more promising outcomes. This study explores stakeholder perspectives of the experiences of high school students with ASD in the inclusion classroom. It is guided by the following research question: How are high schools supporting students with ASD in the inclusion classroom to improve their outcomes?

Methods: This study uses focus group data gathered across multiple stakeholders (i.e. family members, adolescents and young adults with ASD, educators, administrators, community members, and, service providers). A total of 28 focus groups were held in 4 states (North Carolina, Tennessee, Texas, and Wisconsin) and included 152 participants. Parents and teachers represented the largest groups (n=47 and n=45 respectively), and individuals on the spectrum the smallest (n=6).  Data was analyzed through a process of coding, categorizing, and theme development using NVivo 10 software. 

Results: Three distinct themes emerged from the analysis of the data: (1) the need for whole school autism awareness (e.g. students, teachers, resource officers, bus drivers), (2) better implementation of the Individualized Education Program (IEP) in all classes, and, (3) more attention to the social and communication needs of students with ASD.

Conclusions: The successful transition to adulthood is particularly challenging for students with ASD without ID as they may not receive appropriate transition services during high school. Preparing students with ASD without ID to meet the academic requirements for post-secondary success may not be sufficient to meet all the challenges they will face once they leave high school.  It is critical that social-communication needs be addressed not just in IEPs but also actively throughout the day in all classrooms and environments.