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Barriers and enablers of inclusion for young autistic learners: lessons from the Polish experiences of teachers and related professionals

Barriers and enablers of inclusion for young autistic learners: lessons from the Polish... The purpose of this paper is to present new empirical data on the experiences of 120 teachers and professionals working with autistic children and young people across different settings in Poland where autism research on inclusive education is scarce. It explores the relationship of inclusive education to the social and neurodiversity models of disability. It makes evidence-based recommendations for good practice and modelling and evaluating future education and inclusion practices.Design/methodology/approachIt uses a survey approach involving a combination of qualitative and quantitative data collection and embeds practical findings in theory, including the relationship of inclusive education to the social and neurodiversity models of disability.FindingsThe findings include the barriers teachers and related professionals experience in facilitating inclusive teaching and learning and how the following would be useful to autistic students: opportunities to exercise responsibilities and take leadership roles; social as well as educational inclusion; provision of a safe environment; regular funded autism training in work time; and appropriate use of additional classroom teachers.Research limitations/implicationsA survey-based approach has limitations.Practical implicationsOpportunities to exercise responsibilities and take leadership roles; social as well as educational inclusion; provision of a safe environment; regular funded autism training in work time; and appropriate use of additional classroom teachers.Social implicationsThis study can be useful in the development of social skills and communication, social and educational inclusion.Originality/valuePolish teachers’ attitudes, experiences and support needs, including some previously overlooked issues, are related to the broader international context beyond Poland. Analysis of the findings is used to derive evidence-based recommendations for good practice and modelling, and evaluating future education and inclusion practices. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Advances in Autism Emerald Publishing

Barriers and enablers of inclusion for young autistic learners: lessons from the Polish experiences of teachers and related professionals

Hersh, Marion; Elley, Sharon
Advances in Autism , Volume 5 (2): 14 – Apr 16, 2019
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References (48)

Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2056-3868
DOI
10.1108/aia-06-2018-0021
Publisher site
See Article on Publisher Site

Abstract

The purpose of this paper is to present new empirical data on the experiences of 120 teachers and professionals working with autistic children and young people across different settings in Poland where autism research on inclusive education is scarce. It explores the relationship of inclusive education to the social and neurodiversity models of disability. It makes evidence-based recommendations for good practice and modelling and evaluating future education and inclusion practices.Design/methodology/approachIt uses a survey approach involving a combination of qualitative and quantitative data collection and embeds practical findings in theory, including the relationship of inclusive education to the social and neurodiversity models of disability.FindingsThe findings include the barriers teachers and related professionals experience in facilitating inclusive teaching and learning and how the following would be useful to autistic students: opportunities to exercise responsibilities and take leadership roles; social as well as educational inclusion; provision of a safe environment; regular funded autism training in work time; and appropriate use of additional classroom teachers.Research limitations/implicationsA survey-based approach has limitations.Practical implicationsOpportunities to exercise responsibilities and take leadership roles; social as well as educational inclusion; provision of a safe environment; regular funded autism training in work time; and appropriate use of additional classroom teachers.Social implicationsThis study can be useful in the development of social skills and communication, social and educational inclusion.Originality/valuePolish teachers’ attitudes, experiences and support needs, including some previously overlooked issues, are related to the broader international context beyond Poland. Analysis of the findings is used to derive evidence-based recommendations for good practice and modelling, and evaluating future education and inclusion practices.

Journal

Advances in Autism – Emerald Publishing

Published: Apr 16, 2019

Keywords: Autism; Inclusion; Learning; Teaching; Teachers; Professionals; Poland; International

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