The perspectives of Irish primary school classroom personnel on their role in the inclusion of autistic children in the mainstream classroom

This research sought to understand the factors which affect successful autism inclusion in the mainstream classrooms of primary schools in Ireland. This was done by gathering the viewpoints of the practitioners working with autistic pupils. For almost twenty years, there has been a policy of inclusive education in Ireland, mirroring inclusive policies internationally. All children, regardless of disability or difference, are entitled to be educated alongside peers in a mainstream classroom. However, despite the policy and education funding, many autistic pupils face barriers in school which, in some cases, lead to exclusion. Using a qualitative research approach, six mainstream teachers from different schools and settings were individually interviewed along with a focus group of six Special Needs Assistants. Data was analysed through an interpretivist lens using a Constructivist Grounded Theory methodology. Findings demonstrated that despite the enthusiasm of classroom personnel, the inclusion of autistic pupils in mainstream can be challenging for both the pupils and the staff working with them. Autistic pupils’ anxiety penetrated all aspects of school engagement. The bustle and pace of the classroom environment along with dynamics of social interaction with peers, triggered this anxiety which sometimes presented as acting out behaviours. These impacted classroom management and the needs of all pupils. Staff were operating without a full understanding of the presentations of autism and insufficient training on successful strategies. The results showed that autistic pupils need to be comfortable and regulated before academic learning and social engagement takes place. For some children, the flexibility and structure of the Special Autism Class provided a positive alternative to mainstream, aiding regulation, teaching skills and encouraging talents.N