Strategies for Including Students with Autism Spectrum Disorder in Mainstream Classrooms

Today, 1 in 94 children in Canada are diagnosed with autism spectrum disorder (ASD). With the growing number of students with ASD being included in mainstream classrooms, teachers are faced with the challenge of how to support the diverse learning needs of the students. This qualitative research study examines the first-hand lived experience of exemplary new elementary school teachers and what strategies, beliefs, and supports they believe are needed for successful inclusion of students with ASD into the mainstream classroom. The study consisted of semi-structured interviews with participants to gain insights into their experience with inclusion. This study found that beginning elementary teachers utilized a variety of different strategies to include students with ASD into the mainstream classroom. A sample of these strategies include the use of visuals, being clear with instructions, implementing reward systems, and receiving feedback from teachers and peers. Further analysis also revealed the importance of having school support from principals, and underscored how other teachers and paraprofessionals can impact the teachers’ work with including students. Findings also reveal the gaps in resources and supports available that need to be addressed in order for all teachers to be successful at including students with ASD into the mainstream classroom