Factors relating to education professionals’ classroom practices for the inclusion of students with autism spectrum disorders

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Teachers’ Views of Their Preparation for Inclusive Education and Collaboration (2017, background): “…toward inclusive education do not necessarily corre- late with necessary skills for teaching students with disabilities in general education settings (Segall & Campbell, 2012), there is a need to learn more about teacher experiences and preparation for including students with significant…”
Statewide Assessment of Professional Development Needs Related to Educating Students With Autism Spectrum Disorder (2014, unknown): “…the types of interventions and treatments used by teachers (Hess, Morrier, Heflin, & Ivey, 2008), attitudes of teachers toward inclusion (Hart & Malian, 2013), and perspectives on teacher preparation and professional development programs as well as ASD-related topics (Segall & Campbell, 2012).”
Views From the Trenches (2015, background): “Teachers in this study noted similar concerns as general education teachers in previous studies in relation to their lack of knowledge and training related to ASD (Finke et al., 2009; Segall & Campbell, 2012).”
A review of research into stakeholder perspectives on inclusion of students with autism in mainstream schools (2016, background): “Education professionals, in both the UK and USA, and parents surveyed in the UK generally held positive attitudes about the inclusion of students with autism (Humphrey and Symes 2013; Segall and Campbell 2012; Whitaker 2007).”