Factors relating to education professionals’ classroom practices for the inclusion of students with autism spectrum disorders

It is essential to understand the current practices used to foster inclusive education for students with autism spectrum disorders (ASDs) as well as factors related to the implementation of classroom interventions. In the current study authors assess the experience, knowledge, attitudes and current practices of education professionals regarding ASD. Results suggest that special education teachers and school psychologists hold higher levels of experience, training, and knowledge as compared to general education teachers and administrators. Attitudes towards inclusive education for students with ASD were positive, in general, although attitudes were not a significant predictor of awareness or use of empirically supported interventions. Implications and future directions are discussed.

► Educators report favorable attitudes towards inclusion for students with ASD.
► Knowledge, awareness and use of practices differ by educator group.
► Experience, knowledge and attitudes are interrelated but patterns differ by group.
► Lack of knowledge, rather than misconceptions, was demonstrated in this sample.