Positive experiences of inclusive education of children within the autism spectrum in primary schools

Abstract

This research study aims to give a voice to class teachers, LSEs, parents of children within the autism spectrum and the children themselves, in order to share their positive experiences with regards to inclusive education within primary schools. Eight participants, including one child in particular, and their parents, teachers, LSEs, took part in a narrative interview, whilst two other children were observed as they were non-verbal and could not be interviewed. The children with autism that participated within this study were between 6 to 11 years of age, as they attend or had recently attended primary school. In order to gather data for this study, a qualitative methodology was used. The participants were given the opportunity to share their experiences, particularly with regards to the child who had a positive experience at school, through the use of a narrative inquiry technique. Special importance was given to the participants’ own words. The data was then analysed using Thematic Analysis. From the analysis, seven themes emerged, each with respective subthemes. The emerging themes were as follows; (1) School experiences of children with autism; (2) Creating an inclusive environment; (3) Characteristics of educators; (4) Teamwork and collaboration; (5) Experiences of the peers of children with autism; (7) School inclusion for children with autism. Drawing from the insights of the participants, it can be concluded that they collectively acknowledge that what is offered at their children’s schools is genuinely inclusive education. Moreover, this conclusion was drawn mainly from the fact that the class team always provided the children with all the support required, and collaborated between themselves, with the child’s parents and with other professionals. Additionally, the children with autism had a positive experience at school because the teachers encouraged any type of participation from the children with AS, as well as encouraged peer interaction with the children. Nevertheless, certain barriers still require to be addressed, challenged and overcome to give the participants greater support and enhance inclusive education for all students within the Maltese educational system. Keywords: Autism spectrum disorder, positive inclusive education, primary years, teachers’ perspective, LSEs’ point of view, parents’ perspective.