Teacher challenges in including pupils with autism in primary schools : a systematic review of the literature

Abstract

This study explored the challenges that Primary school teachers encounter when including pupils with Autism Spectrum Disorder. It investigated the practical understanding and implementation of inclusive strategies in classrooms. The fundamental research question was: What challenges do teachers encounter when including pupils with Autism at primary schools? The study also delved into contextual impacts, individual experiences, and institutional limitations that influence the establishment of inclusion in Primary schools. Employing a systematic literature review of the scoping kind as the research design, this study examined peer-reviewed publications published between 2014 and 2024, through the University of Malta's HyDi system. Thematic analysis, as described by Braun and Clarke (2006), was carried out for the selected literature, yielding four main themes: ‘The School’, ‘The Teachers’, ‘Pupil Inclusion, Support and Adaptations for Learning’, and ‘Collaboration’. The school's ethos, the learning environment, and staff support, all play a key role in successfully including autistic pupils. Furthermore, teachers' subject matter expertise, specialised training, and reflective practices influence their ability to provide support to autistic pupils. The findings indicate that inclusion is more than just physical integration in the classroom but requires the implementation of significant and individualised support mechanisms, such as, IEPS, REACCH, and AAC methodologies. While collaboration among teachers, pupils, parents, and the school is essential in determining inclusive practice, the literature indicates that this is usually weakened, and needs to be strengthened. This study highlights the gap between theoretical support for inclusive education and the challenges associated with its implementation. These difficulties arise from insufficient resources, inadequate teacher preparation, and a lack of school-wide commitment to inclusive ideas. The findings provide useful insights and adaptable practices for Maltese teachers working to create more inclusive and supportive learning environments for all pupils.