A study completed by Bolourian, et.al. examined student early elementary teacher inclusion of students with autism. Based on their research, they found teachers are more accepting of students with physical disabilities than students who have “emotional and behavior difficulties “ (Bolourian, 2022). Teachers who have training and experience in working with students with disabilities were more likely to respond positively to questions about inclusion than teachers with little to no training. Therefore, the study was used to examine teacher perceptions and how they can be provided with support to make a positive impact in the classroom. The study consisted of eighteen teachers. The teachers were asked three questions: “1) Think about the student(s) with autism the have been in your classroom. What words or phrases come to mind when you think about this student(s) with autism? 2) In what way have you effectively included students with autism in your general education classroom setting? 3) Can you identify or describe any strategies or techniques that are particularly effective in developing relationships with your students with autism?” (Bolourian, 2022, p. 3979).

In response to question number one, teachers provided descriptions of behaviors they saw in the classroom rather than describing the student. The behaviors were mostly those which are typically seen with students who have autism. This could be indicative of teacher understanding of autism. Most of the responses were neutral regarding the students. Teachers were not able to share student interests or strengths demonstrated in the classroom.

In response to question number two, teachers found it helpful to give students with autism responsibilities in the classroom. In addition, they realized the need for students with autism to keep a consistent schedule and to provide students with advanced notice of any upcoming changes. Allowing students to share their areas of strength with the class was one way some teachers saw to help students socially. However, when teachers were asked to list student strengths, teachers tended to list negative characteristics.

When responding to question number three, teachers provided general responses. They reported trying to make connections with students by being more open and sharing with the students, using specific positive feedback, and through connecting with home. Although the teachers in the study seemed to understand how to connect with students who have autism, research indicates the opposite is true with most teachers. One area teachers failed to recognize in building relationships was the importance of listening to the students. Listening was indicated in past research and interviews with students as one of the most effective ways to develop relationships with students with autism.

Based on the information gathered in this study, the authors indicated several areas of professional development necessary to facilitate the inclusion of students with autism in the classroom environment. One area would be helping teachers understand behavior characteristics of students with autism, but helping them see more to the student such as their interests and strengths. Another area of needed support would be providing teachers with evidence-based behavioral strategies to help with managing behaviors in the classroom. Teachers would benefit from help to understand the need to provide space in the classroom for students to move around while still remaining close the teacher. Finally, providing teachers with training on active listening to help them better understand the needs of their students.

The video shows an interview with a teacher and how she helped a student with autism become part of her classroom.

References

Bolourian, Y., Losh, A., Hamsho, N., Eisenhower, A., & Blacher, J. (2022). General education teachers’ perceptions of autism, inclusive practices, and relationship building strategies. Journal of Autism and Developmental Disorders, 52(9), 3977–3990.

https://doi.org/10.1007/s10803-021-05266-4