Autism spectrum disorder in inclusive classroom settings : a case study

Abstract

Autism spectrum disorder in inclusive classroom settings is a case study that studies the supports available to learners with ASD in the continuum of general settings, teachers‟ perceptions towards the curriculum offered to autistic learners, and how well are teachers and paraprofessionals prepared to deal with ASD learners. The purpose of this study is to examine various supports available for learners with ASD in mainstream classroom settings, teachers‟perceptions of the curriculum offered, and preparedness of teachers and paraprofessionals to work with learners with ASD. This study investigates how educational approaches ease access to the modification of content in the curriculum. Moreover, it also sheds light on teachers‟ attitudes and the challenges teachers and paraprofessionals face in one Lebanese school in the North of Lebanon that believes in inclusive education. To fulfill this purpose, a case study was used to gather qualitative data from interviews with the head of the department, two mainstream teachers, and three paraprofessionals. In addition, 40 observation sessions were conducted overall for two mainstream teachers and three paraprofessionals in inclusive settings. The main outcome of this case study was to check the readiness of paraprofessionals and teachers to work with autistic learners in inclusive settings and how the curriculum is modified for those learners.