Teachers’ attitudes toward inclusion of students with autism spectrum disorders: A critical review of the articles

This article reviews the research on the teachers' attitudes toward inclusion of students with autism in the regular classroom and thereby finds out the teacher-related factors that might impact teacher attitudes toward inclusion of students with autism. Teachers play the vital role as a decision maker in implementing inclusive education for students with autism. Given that research has suggested that the successful implementation of any inclusive policy is largely dependent on teachers being positive about it, a great deal of research has sought to examine teachers' attitudes toward the inclusion and, more recently, the inclusion of students with autism in the regular classroom. A review of four studies revealed that most of the teachers showed positive attitudes toward inclusion of students with autism. However, there was no evidence of acceptance of a total inclusion or 'zero reject' approach to special educational provision. Teachers' attitudes were found to be influenced by teacher-related variables. The methodologies used in the research findings are discussed and recommendations for future research based on alternative methodologies are provided.