Barriers and enablers of inclusion for young autistic learners: lessons from the Polish experiences of teachers and related professionals
ISSN: 2056-3868
Article publication date: 26 March 2019
Issue publication date: 16 April 2019
Abstract
Purpose
The purpose of this paper is to present new empirical data on the experiences of 120 teachers and professionals working with autistic children and young people across different settings in Poland where autism research on inclusive education is scarce. It explores the relationship of inclusive education to the social and neurodiversity models of disability. It makes evidence-based recommendations for good practice and modelling and evaluating future education and inclusion practices.
Design/methodology/approach
It uses a survey approach involving a combination of qualitative and quantitative data collection and embeds practical findings in theory, including the relationship of inclusive education to the social and neurodiversity models of disability.
Findings
The findings include the barriers teachers and related professionals experience in facilitating inclusive teaching and learning and how the following would be useful to autistic students: opportunities to exercise responsibilities and take leadership roles; social as well as educational inclusion; provision of a safe environment; regular funded autism training in work time; and appropriate use of additional classroom teachers.
Research limitations/implications
A survey-based approach has limitations.
Practical implications
Opportunities to exercise responsibilities and take leadership roles; social as well as educational inclusion; provision of a safe environment; regular funded autism training in work time; and appropriate use of additional classroom teachers.
Social implications
This study can be useful in the development of social skills and communication, social and educational inclusion.
Originality/value
Polish teachers’ attitudes, experiences and support needs, including some previously overlooked issues, are related to the broader international context beyond Poland. Analysis of the findings is used to derive evidence-based recommendations for good practice and modelling, and evaluating future education and inclusion practices.
Keywords
Acknowledgements
The authors would like to thank all the teachers, therapists and other educational professionals who completed questionnaires, as well as everyone who helped the authors distribute them. Particular thanks are due to Hanna Pasterny for her assistance in both improving the language of the questionnaire and distributing it. The authors would also like to thank the anonymous reviewers for their helpful comments and suggestions.
Citation
Hersh, M. and Elley, S. (2019), "Barriers and enablers of inclusion for young autistic learners: lessons from the Polish experiences of teachers and related professionals", Advances in Autism, Vol. 5 No. 2, pp. 117-130. https://doi.org/10.1108/AIA-06-2018-0021
Publisher
:Emerald Publishing Limited
Copyright © 2019, Emerald Publishing Limited