“How am I Prepping for All of That and Still Fitting Sleep into My Day?”: The Tale of Two Teachers Seeking to Include Students with Autism Spectrum Disorder in the Secondary Mainstream Classroom

Abstract

This research project sought to further understanding of the current state of inclusion for students with Autism Spectrum Disorders (ASD) in the mainstream, secondary classroom. Academic and popular literature would suggest that the current state of affairs is ineffective or inconsistent at best, and that teachers need better training to support these students. During two in-depth, semi-structured interviews, teachers shared their experiences of inclusion of ASD students in their classrooms. The findings point to the importance of professional development and collaboration with colleagues and administrators as a means to increase confidence and perceptions of effectiveness. Teachers also commented on the importance of differentiated pedagogies, seeking to include all students and not only those with ASD. The use of assistive technologies and alternative spaces as resources for effective instruction were also highlighted. Based on these findings, it would appear that interest in seeking training to include these students is highly dependent on individual experiences and character traits, and may not be the norm for all teachers. Parents may also experience difficulty navigating the diverse and complex services available to their children with ASD. In response, administrators should allocate time and financial resources for mainstream teacher training in order to alleviate teacher workload and increase the limited number of Special Education teachers.