Support needed by educators working with students with autism in mainstream primary schools : the Maltese perspective

Abstract

Inclusive education benefits both students with autism and their neurotypical peers, but the associated challenges impact educators’ wellbeing and attitudes towards inclusion, so educators must be provided with support which facilitates both their wellbeing and students’ success. In light of research showing that supporting educators eases the challenges of working with such students in mainstream schools, the current study examined the support needed by teachers, learning support educators and the senior management team working with students with autism in mainstream primary schools in Malta. All primary school educators in one college were invited to participate, and 172 accepted and completed a questionnaire. Subsequently, 19 participated in semi-structured interviews. The findings reveal that educators perceived a lack of support when working with students with autism, causing stress and burnout. They offered several suggestions regarding the support required for working more effectively in an inclusive environment, including more resources, training and support from professionals, colleagues and parents.