Hersh, M and Elley, S orcid.org/0000-0002-9047-7659 (2019) Barriers and Enablers of Inclusion for Young Autistic Learners: Lessons from the Polish Experiences of Teachers and Related Professionals. Advances in Autism, 5 (2). pp. 117-130. ISSN 2056-3868
Abstract
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.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © Emerald Publishing Limited 2019. Published by Emerald Publishing Limited. Licensed re-use rights only. This is an author produced version of a paper published in Advances in Autism. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | Autism, Inclusion, Learning, Teaching, Education, Teachers, Professionals, Poland, International. |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Sociology and Social Policy (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 02 May 2019 11:07 |
Last Modified: | 19 Jan 2021 16:08 |
Status: | Published |
Publisher: | Emerald Group Publishing Ltd. |
Identification Number: | 10.1108/AIA-06-2018-0021 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:145604 |