The inclusion of children with pervasive developmental disorder in primary school : listening to early primary school teachers

Abstract

This research study focused on the experiences of early primary school teachers who have taught or are currently teaching a child with Autism Spectrum Disorder (ASD). It sought to answer the research question: 'Do early primary school teachers include children with autism in their classroom? If so, how?'. A literature review discussed Maltese national polices and inclusive practices as well as adequate strategies that should be implemented to achieve successful inclusion. The chosen methodology was a qualitative one as I wanted to give voice to early primary school teachers. Furthermore, a qualitative approach using individual audio-recorded semi-structured interviews was deemed as the most appropriate research design, given the research question. I wanted to allow participants to share their personal experiences. Random sampling was employed. Seven teachers coming from state and church schools participated. The educators' narratives supported the importance of inclusion but were still adopting integration rather than inclusive practices. These results suggest that there is still much more to be done, as the majority of teachers do not possess the necessary techniques and training to fully include their students.