“Are we qualified enough for this?”: a mixed methods study of teachers’ attitudes to social communication and interaction differences in autistic students

Lewis, P. and Stojanovik, V. ORCID: https://orcid.org/0000-0001-6791-9968 (2024) “Are we qualified enough for this?”: a mixed methods study of teachers’ attitudes to social communication and interaction differences in autistic students. International Journal of Inclusive Education. ISSN 1464-5173 doi: 10.1080/13603116.2024.2422085

Abstract/Summary

Many autistic pupils are educated within mainstream settings, due to positive changes in inclusive education policies and legislation worldwide. It is acknowledged that teachers’ attitudes can be a facilitator and a barrier to the success of an inclusive classroom, and teachers’ knowledge of autism and training received on different educational needs are potential factors influencing attitudes. Few studies have assessed teachers’ attitudes to social communication and interaction (SCI) differences in autistic students, or factors associated with these attitudes, yet SCI differences can significantly impact student-teacher and student-peer relationships in the classroom. The present study examined teachers’ attitudes to SCI differences to understand how these relate to their general knowledge of autism, and the hours of training received on different educational needs. Data were collected via an online survey and semi-structured interviews. The results showed teachers’ attitudes to SCI differences were significantly positively correlated with knowledge of autism, but not with hours of training received. The interviews generated four themes: (1) manifestation of SCI differences in the classroom, (2) inclusive practices and barriers to inclusion, (3) the role of a teacher and (4) the value of training, and highlighted generally positive teachers’ attitudes towards autistic students with SCI differences, while acknowledging challenges.

Item Type	Article
URI	https://reading-clone.eprints-hosting.org/id/eprint/119099
Identification Number/DOI	10.1080/13603116.2024.2422085
Refereed	Yes
Divisions	Life Sciences > School of Psychology and Clinical Language Sciences > Department of Clinical Language Sciences Life Sciences > School of Psychology and Clinical Language Sciences > Language and Cognition
Uncontrolled Keywords	quality education, reduced inequalities
Publisher	Taylor and Francis
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