An increasing number of students with disabilities like Autism Spectrum Disorder are being educated in inclusive classrooms due to federal laws such as Individuals with Disabilities Education Improvement Act (IDEA) and No Child Left Behind Act (NCBL) mandating that all children are placed in a free and appropriate public education in the least restrictive environment (LRE) possible (Camargo et al., 2014). Inclusion in special education can be defined as, “the education of students with disabilities together with their nondisabled peers” (Carson, 2015, p. 1398). Special Education professionals are now legally and ethically obligated to place students in classrooms with the greatest access to typically developing students and the general curriculum.
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50% of teachers interviewed cited their own practices or skills such as consistency in the classroom, routines, use of visual supports, and reward systems as facilitators of inclusion (Carter et al., 2014). Teachers need to be trained in research based practices specific to students with ASD and stay up to date with changes professional knowledge in order to be in accordance with the Council for Exceptional Children’s (CEC) ethical principles for special education professionals. The next most reported facilitator was again support from teacher assistants and other staff. Additionally teachers believed that the support of parents and the parents’ ability to work well with school played a major role in the success of students with ASD in the general education classroom (Carter et al., 2014). Based on the information provided, teachers place a high priority on feeling like they have enough support from teacher assistants, staff, and parents in order to best meet the needs of students with ASD. Ethically teachers are obligated to advocate for conditions and resources that will improve the learning outcomes for students with disabilities like ASD so if teachers are not receiving support they need strive to make the necessary
50% of teachers interviewed cited their own practices or skills such as consistency in the classroom, routines, use of visual supports, and reward systems as facilitators of inclusion (Carter et al., 2014). Teachers need to be trained in research based practices specific to students with ASD and stay up to date with changes professional knowledge in order to be in accordance with the Council for Exceptional Children’s (CEC) ethical principles for special education professionals. The next most reported facilitator was again support from teacher assistants and other staff. Additionally teachers believed that the support of parents and the parents’ ability to work well with school played a major role in the success of students with ASD in the general education classroom (Carter et al., 2014). Based on the information provided, teachers place a high priority on feeling like they have enough support from teacher assistants, staff, and parents in order to best meet the needs of students with ASD. Ethically teachers are obligated to advocate for conditions and resources that will improve the learning outcomes for students with disabilities like ASD so if teachers are not receiving support they need strive to make the necessary