Research Aims
In seeking a definition of inclusive practice for autistic children, my research aims were to determine:
- How inclusion for autistic children is defined legally, morally and ethically;
- What challenges inclusive practice for autistic children;
- How inclusion for autistic children presents in mainstream primary schools.
Participants were selected using convenience sampling, as my professional role afforded me access to people who would provide most appropriate responses to my research questions. They were also to be some of the most likely to benefit from knowledge emerging from the research.
I sought to develop theory to define inclusive practice for autistic children in mainstream primary settings. Themes emerging from the data led to the following conclusions:
Inclusion: an autistic child’s right:
Inclusive practice for autistic children in mainstream primary settings is defined by a commitment to equality via moral, ethical and legal ideologies, in a dichotomous culture of individuality and labels.
Challenges to inclusive practice for autistic children:
Barriers to inclusive practice for autistic children in mainstream primary settings are created by incapacitating forces of accountability, standards, environments and attitudes; the first step in overcoming barriers is through growth mindset.
Inclusion in practice for autistic children in mainstream primary settings:
Inclusive practice is advanced by developing an instinctive ethos of purposeful relationships with autistic children, underpinned by educational rights and human rights ideologies.
Significance and Recommendations
This study suggests inclusive practice presents in autism community stakeholders as a mindset. Through a commitment to educational rights, human rights are advanced. Valuing children increases belonging, in turn increasing engagement in educational processes. In an age of austerity, we can enact positive change from within ourselves. We can create an accepting and tolerant society, by embodying the change we want to see in mainstream primary classrooms.
My research suggests adopting a rights-based approach to education is inherently inclusive. I hope this study inspires mainstream primary schools to adopt this approach.
Strengths/Limitations of the Study and Opportunities for Further Research
I am satisfied I have answered my research questions. Participants chosen were informative and forthcoming.
Interviewing participants again to expand on first responses could provide further insights and strengthen my findings. Inevitably, time played an inhibiting factor. I have a time-consuming role, as do the teachers, professionals, parents and children who participated in the study.
There is potential for more debate in my results; however, much consensus between participants meant conflicting ideologies were scarce.
I followed Grounded Theory principles, engaging actively with data. I have attempted to create theories, in the summaries above. My process could be described as thematic analysis. However, I am proud I have attempted this challenging method of research and data analysis.
Asking adult participants: If you were researching inclusion for autistic children, what question(s) would you ask? has provided a basis for further research. I will use answers as part of my professional role, examining autism stakeholder voice.
Potential exists to widen the study to see if similar outcomes could be found elsewhere, with potential to compare findings from different areas e.g. different local authorities.
Research focused on mainstream primary schools. It would be of interest to undertake a comparison of mainstream primary/secondary phases. Sharing knowledge and practice are potential benefits.
The current turbulent economic and political era is impacting on education. Potentially another such study under different circumstances may present contrasting results, leading to opportunities for comparison.
That SEND Teacher 