128 Cathy Little
Findings from the questionnaire and case studies generally suggested primary
teachers were positive in their attitude toward inclusion generally, but lacked confi-
dence in their abilities to put these beliefs into practice, reporting low self-efficacy
and limited knowledge in the area of Autism Spectrum Disorder. Higher order
decision-making processes and ‘systemic blinkering’ were elements that further
contributed to teachers’ low self-efficacy. Overwhelmingly teachers requested a
need for ongoing professional development and additional resources to support
and inform their provision of socially inclusive opportunities for students with an
Autism Spectrum Disorder.
When discussing the understandings of social inclusion by key participants, one
must refer to the definition used for the study. Social inclusion was defined as the
consideration of the student with an Autism Spectrum Disorder as an accepted
member of a group, exhibiting at least one mutual friendship and participating
actively and equally in group activities. Results from the Teacher Attitudes Survey
intimated that while teachers voiced the importance of the social well-being of
students, the in-depth analysis of case study data indicated that active engage-
ment in planning for students’ social participation and inclusion in group activities
was not apparent. In comparison, the target student participants and peer groups
reported greater awareness of the concepts of friendships and values of acceptance
than their adult contemporaries, thus intimating a greater understanding of the core
underpinnings of social inclusion.
Conclusion
Teacher attitudes are formed and shaped by affective, cognitive and behavioural
processes, framed by previous experiences and personal judgements (Segall and
Campbell, 2014). These processes influence the way in which teachers perceive
themselves and their students, and serve to guide the overt response behaviours
used within the context of the educational environment. Despite positive demon-
strations in attitude toward the inclusion of students with an Autism Spectrum
Disorder, primary teachers have limited knowledge as to how to facilitate these
students’ social inclusion. The onus lays with future research as to how to best
harness this positive affect. The onus lays with future research as to how to trans-
form teachers positive attitudes into affirmative behavioral enactment of socially
inclusive opportunities for students with an Autism Spectrum Disorder.
References
Artiles, A. J., Harris-Murri, N., and Rostenberg. (2008). Inclusion as social justice: Critical
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doi:10.1207/s15430421tip4503_8
Avramidis, E., and Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion:
A review of the literature. European Journal of Special Needs Education, 17 (2), 129–47.
doi:10.1080/08856250210129056