Experiencing the inclusion of children with autism in primary state schools

Abstract

This research study is about the experiences of parents, teachers and LSAs who raise or support a child with Autism Spectrum Disorders. Four students formally diagnosed with autism are identified from three different inclusive primary state schools, where interviews with one of their parents, their class teachers and LSAs, are carried out. The students with autism attend Year 1, 2, 3 or 4 classes. The main research question aims to explore and verify the perceptions and experiences of the participants. The in-depth investigation enables an analysis and provides some insight on whether children with ASD are included in ordinary primary state schools. This dissertation points out what teaching strategies are put in place to facilitate the inclusion of all the students in class with particular emphasis on the students with autism; whether teachers are addressing the unique needs of each student; and what kind of support children with autism are receiving. A qualitative methodology is adopted to collect information for the purpose of this research. A narrative inquiry approach is implemented to allow the participants to share their experiences with regard to bringing up and supporting a child with autism. Special emphasis is placed on the participants’ own words and capturing their voice. The parents’ and educators’ narratives indicate that generally the four boys with autism are not actively included at school. There is still much to be done to truly and veritably include these students in their classroom and in their school.