Barriers and enablers of inclusion for young autistic learners

Hersh, M. and Elley, S. (2019) Barriers and enablers of inclusion for young autistic learners. Advances in Autism, 5(2), pp. 117-130.

Hersh, M. and Elley, S. (2019) Barriers and enablers of inclusion for young autistic learners. Advances in Autism, 5(2), pp. 117-130.

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Abstract

Purpose: The purpose of this paper is to present new empirical data on the experiences of 120 teachers and professionals working with autistic children and young people across different settings in Poland where autism research on inclusive education is scarce. It explores the relationship of inclusive education to the social and neurodiversity models of disability. It makes evidence-based recommendations for good practice and modelling and evaluating future education and inclusion practices. Design/methodology/approach: It uses a survey approach involving a combination of qualitative and quantitative data collection and embeds practical findings in theory, including the relationship of inclusive education to the social and neurodiversity models of disability. Findings: The findings include the barriers teachers and related professionals experience in facilitating inclusive teaching and learning and how the following would be useful to autistic students: opportunities to exercise responsibilities and take leadership roles; social as well as educational inclusion; provision of a safe environment; regular funded autism training in work time; and appropriate use of additional classroom teachers. Research limitations/implications: A survey-based approach has limitations. Practical implications: Opportunities to exercise responsibilities and take leadership roles; social as well as educational inclusion; provision of a safe environment; regular funded autism training in work time; and appropriate use of additional classroom teachers. Social implications: This study can be useful in the development of social skills and communication, social and educational inclusion. Originality/value: Polish teachers’ attitudes, experiences and support needs, including some previously overlooked issues, are related to the broader international context beyond Poland. Analysis of the findings is used to derive evidence-based recommendations for good practice and modelling, and evaluating future education and inclusion practices.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Hersh, Dr Marion
Authors: Hersh, M., and Elley, S.
College/School:College of Science and Engineering > School of Engineering > Biomedical Engineering
Journal Name:Advances in Autism
Publisher:Emerald
ISSN:2056-3868
Copyright Holders:Copyright © 2019 Emerald Publishing Limited
First Published:First published in Advances in Autism 5(2): 117-130
Publisher Policy:Reproduced in accordance with the publisher copyright policy

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