AUTISM AND INCLUSION: TEACHERS’ PERSPECTIVES ON …

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AUTISM AND INCLUSION: TEACHERS' PERSPECTIVES ON THE MAINSTREAMING OF AUTISTIC STUDENTS

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Julie-Anne Samantha Roberts

A research report submitted to the Faculty of Humanities, University of Witwatersrand, in partial fulfillment of the requirements for the degree of Masters of Education (Educational Psychology)

Johannesburg 2007

ABSTRACT

As a result of White Paper 6 (2001), South Africa has embarked on a radical restructuring of its entire education system, with the aim of removing barriers to learning and including children with disabilities into mainstream schooling (Mittler, 2003). According to this new framework, autistic students should be included into mainstream schools but there is scant research on the feasibility and practical implementation of this. This study took the form of a qualitative analysis of the perceptions of both mainstream and specialised teachers in terms of the mainstreaming of autistic students in South African schools. Results of the study suggest that neither of the sample groups perceive the South African context ready for mainstreaming of autistic students. They felt that students with Aspergers Syndrome, higher-functioning autism, could be included more successfully. However, on the premise that all autistic students were going to be included, a number of changes would need to be made. These included the provison of paraprofessionals, smaller classes and a stronger emphasis on safety. Teachers would also need to receive extensive training on dealing with behavioural problems that autistic students may exhibit. It was further noted that mainstream teachers are in need of practical exposure to autism and training in this area.

KEY WORDS

Teacher Student Paraprofessional

Autism Aspergers Syndrome

White Paper 6 Policy of Inclusion

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DECLARATION I hereby declare that this research report is my own unaided work. It has been submitted exclusively to the University of Witwatersrand in partial fulfillment of the requirements for the degree of Master of Education (Educational Psychology).

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Julie-Anne Samantha Roberts_____ day of __________ 2007

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ACKNOWLEDGEMENTS

I would like to acknowledge the following people for their help in the completion of this study: Rashad Bagus, my research supervisor, for his insightful support and commitment. The participants in the study for sharing their time, views and expertise with me. My family, Dad, Mom, Gav, Sam and Tom, for their unwavering love and belief in me.

"And now these three remain: faith, hope and love. But the greatest of these is love." - 1 Corinthians 13:13

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TABLE OF CONTENTS

INTRODUCTION

1

Motivation

1

Research objectives

2

Possible value of the study

3

Chapter overview

3

CHAPTER 1 ? LITERATURE REVIEW: AUTISM AND INCLUSIVE EDUCATION

4

4

1.1.1. Defining autism and Aspergers Syndrome

1.1.2 Etiology of autism

8

1.1.3 Treatment for autism

9

1.2.1 Educating autistic children: An introduction

9

1.2.2 Autism and inclusive education

11

1.2.3 Factors affecting inclusion of autistic students

12

1.2.3.1 An overview: The Autism Spectrum Disorder Inclusion Collaboration Model (ASDICM) 12

1.2.3.2 Teachers and paraprofessionals

13

1.2.3.3 Curriculum and environmental modification

14

1.2.3.4. Social factors

15

1.2.3.5. Behavioural factors

15

1.2.3.6 Multicultural factors

16

1.2.3.7 Support from family, other professionals and community

16

1.3 South African Education

17

1.3.1 White Paper 6: The policy of inclusion

17

1.3.2 Implementation and practical problems with White Paper 6 on inclusive education

20

1.3.3 Implications and development of inclusion policy for autistic students

22

1.4 Summary

23

CHAPTER 2: RESEARCH DESIGN AND METHODOLOGY

24

2.1 Research questions

24

2.2 Research design

24

2.3 Procedure

25

2.4 Sampling and selection of subjects

26

2.5 Data collection

26

2.5.1 Questionnaire

26

2.5.2 Semi-structured interviews

27

2.6 Analysis of data

27

2.7 Potential limitations of research

28

2.8 Ethical considerations

29

2.9 Summary

29

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