124 Cathy Little
squared statistic (0.76) indicated a large effect size, thus indicating a substantive
finding (Field, 2009).
The final analysis performed on the Likert response items was an exploratory factor
analysis, designed to test the assumption that a more positive teacher attitude would
result in greater facilitation of socially inclusive opportunities for students with an
Autism Spectrum Disorder. Results suggested the relationship between teacher effi-
cacy and impact on academic achievement was positive, with the component correla-
tion matrix (Table 9.2) showing a small positive correlation between factors 1 and 3
(r = 0.30). Further, there appeared to be a limited relationship between Factor 2,
which represented social inclusion, and each of the remaining three factors. This
result provides modest evidence that these primary teachers do not perceive social
inclusion as something that needs to be taught within the educational environment.
Further, the lack of correlational evidence between social inclusion and the other
three constructs suggests that the teachers may not have the knowledge to do this.
Analysis of the open-ended items of the survey highlighted the recognition by
primary teachers of the need for ongoing professional development in their quest
to support the inclusion of students with an Autism Spectrum Disorder. A range
of qualitative responses supported the consistently high agreement of partici-
pants with the Likert scale items querying the necessity of professional learning.
Participants indicated a need for professional learning in the areas of inclusion and
provision of social opportunity for students with an Autism Spectrum Disorder
alongside in-services in effective, evidence-based teaching strategies for these
students. In-class support was reported as essential to a teacher’s inclusive practice.
Extra financial support and additional resources (e.g., equipment, technology) were
also perceived as necessary supports for inclusion.
Teachers gave strong, consistently positive responses to items relating to the con-
struct of social inclusion and supported their answers with examples of a range of
social opportunities provided in their classrooms (e.g., groupwork, structured play).
However, contrary to the results of the Likert-scale items where teachers were
positive about their role in promoting socially inclusive opportunities, responses to
the open-ended questions revealed that when planning for their students with an
Autism Spectrum Disorder, teachers reported greater consideration in academic
planning for students than social planning.
TABLE 9.2 Component correlation matrix
Component 1 2 3 4
1 1.000 0.169 0.301 −0.021
2 0.169 1.000 −0.088 0.027
3 0.301 −0.088 1.000 −0.087
4 −0.210 0.027 −0.087 1.000