How primary school staff perceive the inclusion of children with autism

Abstract

Over the past decade, most children with special educational needs in Malta have been mainstreamed. However there are still questions as to how far these children are benefiting from inclusion. This study is an attempt to describe the impact of inclusion on children with autism. A qualitative research design was adopted. Three Year 3 pnmary children with different levels of autism, in three different schools were observed in the classroom and during break time, and interviews were held with the heads of school, parents, teachers and facilitators. A qualitative analysis revealed that children were enabled to participate in almost all curricular and extra-curricular activities of their peers. All children were engaged in similar activities as their peers. The fullest participation was achieved where the teacher and facilitator were committed to inclusion. Where the teacher lacked commitment to inclusion, the child was more often doing work given by the facilitator and was also less engaged with peers during group work or breaks. It was concluded that the inclusion of these three students was a positive experience, but that these experiences can be greatly enhanced through the training of teachers in inclusive education.