Teachers’ Attitudes Toward the Inclusion of Students with Autism and Emotional Behavioral Disorder

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Administrative Leadership

Integration and Inclusion

Peer Relations

Value of inclusive classroom has lessons beyond the curriculum

Parents desire for normal friend relationships can not be forced without proper education of peers on how to cope and manage students with special needs

Ostracization of Austistic or BD students due to inappropriate or aggressive behaviour

Autism

Fastest-growing disability in the US according to Department of Education statistics

classrooms and schedules not designed to meet the needs of many autistic students

Distruptive behaviours during times of transition

Teacher Support

Resources

It is not enough to just provide the resources. Teachers need training on the resources and tools provided as well as support when using them.

Training

Teachers that feel that they don't have sufficient training to accommodate students with Autism or EBD

Time

Finding the time to make curricular modifications while simultaneously planning lessons for typically developing students can be difficult

Behaviour Disorders

Oppositional

Aggressive

Verbal

Physical

Hyperactive

Depressive

low motiviation

Disruptive

Teacher Attitude

Fear of judgement

Teachers that are uncomfortable with students with high needs are afraid of expressing this for fear of judgement from other staff

All students valued equally

Students with special needs demand more time and energy thereby shortchanging students without disabilities

Confidence

Teachers that feel confident in dealing with students with higher needs have students that achieve better

Stress

Overwhelmed