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

Comments

This article was originally published 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. Original article available here

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

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