Improving the Inclusion of Students with Autism Spectrum Disorder as Perceived by Inclusive Education Teachers in Mainstream Schools

Background/purpose. Children with autism should have access to inclusive educational settings that aid in their development. The stigma associated with autism can be alleviated with mutual respect and positive social interactions. Understanding and awareness of autism amongst peers can be improved. The research focus is on the attitudes of teachers towards the inclusion of students with autism spectrum disorder (ASD) in regular classes in the elementary schools of the Arab sector in Israel.

Materials/methods. The research strategy consisted of eight interviews with inclusion teachers who taught these students over a year. The researcher wanted to understand the situation, learn about the challenges of inclusion, and the perspectives of inclusion teachers in inclusive classrooms.

Results. The emerging trends in inclusion education are informed by this research's findings. One of the key and promising findings is that inclusion teachers aid students with ASD in acquiring social, educational, and cultural values, thus enabling them to participate in the wider community. Furthermore, the study offers insight into the difficulties teachers face and offers solutions to these challenges.

Conclusion. The study cites the need to adequately train teachers, provide them with the necessary support, motivate them to design tailored instructional strategies for each student, and promote parental engagement in their children's education.

Keywords: Inclusion, autism spectrum disorder, special education, teachers’ challenges

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