Knowledge and barriers to inclusion of ASC pupils in Scottish mainstream schools: a mixed methods approach

Inclusion of autistic pupils into mainstream schools is common practice and staff should have adequate knowledge on teaching managing classroom behaviour. However, autism among may be inconsistent. A mixed-methods design examined differences between school in knowledge, perceived barriers to inclusion required support. 138 early years staff, teachers pupil support assistants took part. Knowledge experience were assessed using about Childhood Autism Health Workers questionnaire (KCAHW; [Bakare, M. O., P. O. Ebigbo, A. Agomoh, N. C. Menkiti. 2008. childhood health workers (KCAHW) questionnaire: description, reliability internal consistency. Clinical Practice Epidemiology Mental 4 (1): 17]). Qualitative measures addressed recommended supports. Significant the scores shown.. Similar themes identified across all with five reflecting (Knowledge, Support, Training, Management ASC features Parent involvement) four relating (Individualising educational experience, Changes learning spaces, Opportunities learn Communication). Government policy take a whole approach consider staffs’ actual children.