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The Attitudes of Teachers in Scotland to the Integration of Children with Autism into Mainstream Schools

The Attitudes of Teachers in Scotland to the Integration of Children with Autism into Mainstream... Around 4600 school-age children in Scotland fall within the spectrum of autistic disorders, of whom 780 have been identified in schools. This study sought the views of 23 specialist and 49 mainstream teachers, 22 with experience of autism, 27 without. They were questioned about the advantages and disadvantages of integration into mainstream for autistic children, their own ability to cope and predictors of success. Questionnaires were issued to special units and to mainstream primary and secondary schools. A minority of mainstream respondents believed children with autism should be integrated where possible. Mainstream teachers with experience of autism showed more confidence to deal with the children than those without experience. Many expressed concerns about effects on mainstream pupils but most were willing to undertake more training. Specialist teachers were more positive, although they acknowledged possible disadvantages for both groups of children and stressed that the success of integration depends on the individual child. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Autism: The International Journal of Research and Practice SAGE

The Attitudes of Teachers in Scotland to the Integration of Children with Autism into Mainstream Schools

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References (20)

Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
1362-3613
eISSN
1461-7005
DOI
10.1177/1362361301005002008
pmid
11706866
Publisher site
See Article on Publisher Site

Abstract

Around 4600 school-age children in Scotland fall within the spectrum of autistic disorders, of whom 780 have been identified in schools. This study sought the views of 23 specialist and 49 mainstream teachers, 22 with experience of autism, 27 without. They were questioned about the advantages and disadvantages of integration into mainstream for autistic children, their own ability to cope and predictors of success. Questionnaires were issued to special units and to mainstream primary and secondary schools. A minority of mainstream respondents believed children with autism should be integrated where possible. Mainstream teachers with experience of autism showed more confidence to deal with the children than those without experience. Many expressed concerns about effects on mainstream pupils but most were willing to undertake more training. Specialist teachers were more positive, although they acknowledged possible disadvantages for both groups of children and stressed that the success of integration depends on the individual child.

Journal

Autism: The International Journal of Research and Practice – SAGE

Published: Jun 1, 2001

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