118 Cathy Little
where students with a disability should be educated, there is an expectation
that regular classroom teachers would be able to meet the diverse needs of their
students.
Knowledge of what teachers and researchers know to be effective educa-
tional practice for students with individual learning needs, supported through
the research literature, is noted as a third factor impacting upon inclusion. One
of the factors influencing the effective implementation of inclusive practice is
teacher attitude. Although it appears that teachers tend to support the concept
of inclusion as a social and educational principle, their validation at an opera-
tional level and their demonstration of inclusive principles appears to be strongly
related to their perceptions of students’ disabilities, with more reluctant views
expressed towards the inclusion of students with more ‘severe disabilities’ and
students with behaviour disabilities (Avramidis and Norwich, 2002; Mazurek and
Winzer, 2011).
A predominant assertion in the available research argues that a relationship exists
between proximity to disability and attitude materialisation. Li and Wang (2013)
argue that “limited interactions between persons with and those without disabil-
ities can serve to increase negative attitudes due to the reinforcing of pre-existing
stereotypes, negative perceptions and lack of knowledge pertaining to persons with
disabilities”. Schoean, Shannon and Tansey (2009) add that a salient factor influ-
encing attitudes toward persons with disabilities is “the social context in which
contact occurs” (p. 14) contending that attitudes towards persons with disabili-
ties are moderated on the basis of particular social context and specific disability.
Whilst Schoean et al.’s (2009) articulation of the importance of social context is
useful in understanding what contributes to the development of negative attitudes
toward persons with disabilities, the persistent contention “regarding the type of
social context necessary to change attitudes in those interactions with persons with
disabilities” (p. 15) remains.
Every child has the right to an education (UN General Assembly, 1989), and
every educational experience begins with enrolment into an educational setting.
Several factors impact the inclusion of students in the education process. The ethos
of the school is of vital importance. Recognised as an essential area of utmost
importance to the education of students who required special education provi-
sion was the need for schools to know and understand each child and, without
question, seek help and show skill in meeting individual needs (Warnock, 1979).
A commitment by the school community to support inclusive practice, and an
inclusive school culture, serve to create a socially and morally positive school setting
for all staff, students and families. Students with an Autism Spectrum Disorder for
example, placed in regular or mainstream education classes, along with their class-
mates, families and class teacher form a unique classroom community embedded
within a whole school structure governed by administration, policy and legislation.
The impact of a student with an Autism Spectrum Disorder in the classroom and
school community can be shaped by numerous elements. Family involvement and
support, peer interaction and relationships, curriculum needs and personal strengths