Abstract/Summary

Many autistic pupils are educated within mainstream educational settings, due to positive changes in inclusive education policies and legislation worldwide. It is also acknowledged that teachers’ attitudes act as both a facilitator and a barrier to the success of an inclusive classroom and teachers’ knowledge of autism, and training received on different educational needs have been identified as potential factors influencing attitudes. Few studies have assessed teachers’ attitudes to social communication and interaction (SCI) differences in autistic students, or factors associated with these attitudes yet it is known that SCI differences can have a significant impact on student-teacher and student-peer relationships in the classroom. The present study examined teachers’ attitudes to SCI differences to understand how they relate to their general knowledge of autism, and the hours of training received on different educational needs. Data were collected via an online survey and individual semi-structured interviews. The results showed teachers’ attitudes to SCI differences were mostly positive and were significantly positively correlated with knowledge of autism, but not with hours of training received. Four themes emerged from the interviews: (1) the manifestation of SCI differences in the classroom, (2) inclusive practices and barriers to inclusion, 3) the role of a teacher and (4) the value of training. The interviews highlighted generally positive teachers’ attitudes towards autistic students with SCI differences, while acknowledging ongoing challenges.