Teachers’ Social Representations of Inclusion of Children with Autism Spectrum Disorder (ASD) in Regular Class

This research study aims to explore the social representations that kindergarten and first elementary class teachers have regarding the inclusion of children with Autism Spectrum Disorder (ASD) in the regular classroom. The data collection tool was a questionnaire based on previous research. The results indicate that the teachers of the present study are willing to include students with Autism Spectrum Disorders in their regular class and try to address the related difficulties. The age of the educators and their educational level do not affect their views on the inclusion of children with autism into the regular class. However, their views are influenced by their years of experience, as well as by their previous experience of working with children with autism.