Teacher attitudes towards the inclusion of students with ASD in primary mainstream settings
The prevalence of students diagnosed with Autism Spectrum Disorder (ASD) within educational settings has continued to rise during the past decade. There is very little research conducted into how Australian teachers’ attitudes influence the inclusion of these students in mainstream primary educational settings. Using a mixed methods research design, this study will examine the barriers teachers experience within a mainstream classroom setting when catering to the academic and social needs of students on the autism spectrum within a primary school setting. Furthermore, this study aims to investigate possible solutions to assist educators to overcome perceived barriers when providing inclusive curriculum drawing on attitude theory and social constructionism.
Principal Supervisor: A/Prof Beth Saggers
Associate Supervisor: Prof Suzanne Carrington