A recent study in the United Kingdom examined factors in public schools that make inclusion successful for secondary students with autism spectrum disorders (ASD). Researchers polled parents and teachers and examined school statistics to compare changes in social behavior, emotional and behavioral problems, and sense of school belonging over one school year to school size, teacher training, use of classroom assistants, and number of other students with disabilities in the school. While some of the results were as expected, others were slightly surprising. The findings include:
- Students with ASD had increases in social behavior when educated with typical peers.
- When educated with other students with disabilities, students with ASD had better emotional and behavioral outcomes.
- Students with assistants had fewer behavioral and emotional problems. Conversely, having an assistant significantly impeded social behavior.
- Teachers with more training positively impacted students with ASD by reducing social behavior problems and increasing sense of school belonging.
- Larger schools and classrooms decreased social and emotional problems. Schools with higher numbers of students with disabilities saw increases in feelings of belonging for students with ASD but decreased social behavior.
The authors point out that social behavior is extremely important as a predictor of school and work success and parents and teachers should consider this when choosing inclusive classrooms and deciding to use a classroom assistant. This study is important as many parents chose to move their children to schools specifically for students with autism. While these schools may produce better outcomes for behavior and functional skills, they may negatively impact social behavior.
Reference
Osborne, Lisa A. and Phil Reed. (2011). School factors associated with mainstream progress in secondary education for included pupils with Autism Spectrum Disorders. Research in Autism Spectrum Disorders. 5(3). 1253-1263.
