Document Type
Journal Article
Publisher
Cambridge University Press
Faculty
Faculty of Computing, Health and Science
School
School of Psychology and Social Science / Lifespan Resilience Research Group
RAS ID
14175
Abstract
The shift to inclusive education within Australia has resulted in increasing numbers of students with autism spectrum disorders (ASD) being placed in mainstream educational settings. This move has created new demands on teachers who are not necessarily trained to meet the challenge. Therefore, the present study aimed to develop an understanding of how 12 Western Australian primary school (K-7) teachers adapted to the challenge of having a student with ASD in their mainstream classroom. Using an interpretivist framework, data from semistructured interviews revealed that teachers perceived a need to first recognise and accept the challenges associated with having a student with ASD in their mainstream classroom before they could move to accessing avenues of support. The implications of this finding are discussed.
DOI
10.1017/jse.2012.10
Access Rights
free_to_read
Comments
This article has been published in a revised form as: Soto, R. E., Pooley, J. , Cohen, L. , & Taylor, M. F. (2012). Students with ASD in mainstream primary education settings: Teachers' experiences in Western Australian classrooms. Austalasian Journal of Special Education, 36(2), 97-111.. This version is free to view and download for private research and study only. Not for re-distribution, re-sale or use in derivative works. © Austalasian Journal of Special Education. Available here