Making primary schools more inclusive for children on the autistic spectrum

Abstract

This research study dealt with how primary schools can become more inclusive for children on the Autistic Spectrum Disorder (ASD). The aim of this study was to observe if these particular students are being included in their school, and what is being done to make them feel more welcome and at ease with themselves, the people around them, and the physical environment. Furthermore, the methods and strategies schools should adopt and implement to facilitate learning for these children were explored. The main participants were three pupils with ASD who attend the same school, for whom I compiled case-studies. A qualitative methodology was adopted to build the case-studies. Classroom observations were carried out and interviews were also held with the head of school, the inclusion coordinator, the teachers, learning support assistants' (LSAs), and parents of the students concerned. These were supplemented by the application of socio-metric tests with the class students. The analysis of the data collected during this project indicates that, overall, the three boys with ASD are not being fully included in their school because there are more factors that are hindering than promoting their inclusion. Hence, there is the need to implement many more strategies so as to make these children feel and become more included in their classrooms and schools.