School principals: Challenges and teacher efficacy regarding inclusion of learners with autism

Ping Ying Eria LI, Almond Sze-mun LEE, Mingxia JI, Kuen Fung SIN, Sing Kai LO

Research output: Contribution to journalArticles

Abstract

Over the years, high and growing numbers of students on the autism spectrum have posted tremendous stress to the education sector. This article draws from a qualitative study and we examined practical challenges encountered when including learners with autism spectrum disorder (ASD) in regular classrooms. A purposive sample of 12 primary school principals was interviewed. Content analysis and thematic induction were used to investigate insider-perspectives. The most common or serious practical challenges were reported by the participants: (i) school dilemma about inclusive education; (ii) up-skilling teacher capacity in understanding ASD behavior; (iii) teacher support to enhance peer acceptance; and (iv) expert input to improve home-school collaboration. These findings suggested the need of practical application of ASD knowledge to be provided in teacher training. Also, the provision of school-based expert support is suggested to further enhance teacher efficacy. Findings of this study may offer insight to communities experiencing similar educational changes. Copyright © 2017 Published by Future Academy www.FutureAcademy.org.UK.
Original languageEnglish
Pages (from-to)590-599
JournalThe European Proceedings of Social & Behavioural Sciences
VolumeXXVIII
DOIs
Publication statusPublished - 2017

Citation

Li, E. P.-Y., Lee, A. S.-M., Ji, M., Sin, K. K.-F., & Lo, S. K. (2017). School principals: Challenges and teacher efficacy regarding inclusion of learners with autism. The European Proceedings of Social & Behavioural Sciences, XXVIII, 590-599. doi: 10.15405/epsbs.2017.08.69

Keywords

  • Autism spectrum disorder
  • Inclusive education
  • Learning diversity
  • Teacher training
  • Teacher efficacy

Fingerprint Dive into the research topics of 'School principals: Challenges and teacher efficacy regarding inclusion of learners with autism'. Together they form a unique fingerprint.