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The Classroom Environment and Engagement of Australian Students with Autism Spectrum Disorder As Reported By Their Teachers
Despite an increase in inclusive education, there is little research investigating teachers' experiences of educating students on the autism spectrum. To date, few studies have described the use of classroom supports for students on the autism spectrum, and studies have yet to compare the instructional material used in the classroom and the engagement of students on the autism spectrum compared to their classmates.
Objectives:
The current study explored the classroom practices of Australian teachers working with students on the autism spectrum. The classroom supports implemented to facilitate learning of students on the autism spectrum were investigated here. Teacher reported engagement in classroom activities and the frequency of instructional material use were compared for students on the autism spectrum and the remainder of the class.
Methods:
Eighty-seven classroom teachers involved in the Longitudinal Study of Australian Children with Autism (LASA) completed a questionnaire pack reporting on student behaviours, and engagement and teaching practices. Teachers selected the accommodations and supports they provided to students in their class on the autism spectrum to indicate those that were most frequently used in support of learning. Frequency of student engagement in classroom activities and the frequency of instructional material use were both coded on a 3-point scale (0- never or rarely, 1-sometimes, 2-often) for students on the autism spectrum specifically and for the remainder of the class.
Results:
Modified or alternate tests, slower paced instructions and allowing more time to complete tasks were the most common modifications made in the classroom to support the learning of students on the autism spectrum. Teacher reported student engagement differed in many ways for students on the spectrum when compared to their classmates. Students on the spectrum required significantly more individual instruction from the classroom teacher (Z=-2.98, p=.003), or individual instruction from another adult (Z=-2.83, p=.005). In contrast, the remainder of the class were more likely to listen to whole class instructions (Z=-2.33, p=.020) and were significantly more likely to engage in classroom discussions by responding to questions (Z=-3.12, p=.002) than students on the spectrum. According to teachers, students’ performance on portfolio tasks and student attitude/behaviour were important when determining the grades of the class as a whole and the performance of students on the spectrum. However, performance relative to a set standard (Z=-2.82, p=.005), performance relative to the rest of the class (Z=-2.82, p=.005) and homework (Z=-3.31, p=.001) were endorsed as significantly more important when determining the grades of the whole class and less important when evaluating the grades of their students on the spectrum specifically. There were no significant differences in the teacher reported use of instructional materials to support the learning of students on the autism spectrum compared to their classmates, with similar instructional materials used class wide.
Conclusions:
The results from this study have important implications for schools and teachers supporting children on the autism spectrum, within the school environment.