Academic Inclusion of Students with Autism between Acceptance and Rejection: Perspectives of Teachers

Abstract

Abstract: Academic inclusion of students with autism is one of the most contentious issues in education in recent years, given the diverse opinions, especially regarding inclusive educational programs. This issue has emerged in special education due to criticisms of the methods used to cater to these children, which have led to their isolation from their typically developing peers. Various academic inclusion-related challenges have arisen, including those associated with special classrooms attached to regular schools. This study aims to elucidate the acceptance or rejection of the concept of academic inclusion for students with special needs in regular schools from the perspective of teachers. It also seeks to identify the obstacles hindering the success of this process for these children and why teachers have not fully embraced comprehensive inclusion. The methodology used in this study is descriptive in order to provide a comprehensive and in-depth description of the phenomenon under investigation. It employs indirect observation through a comprehensive review of previous studies on the topic at both national and international levels, as well as a field study involving elementary school teachers in the three education districts of Algiers. The primary objectives of this field study were to ascertain the attitudes and opinions of teachers towards the possibility of academic inclusion of autistic children in public schools and to assess their knowledge of autism. Among the key findings of the study concerning the feasibility of successful inclusion on the ground are several demands. These include the establishment of a general and specific organizational philosophy, the availability of highly qualified educational leadership committed to the importance of inclusion for individuals with special needs, the provision of a suitable learning environment conducive to accommodating individuals with disabilities, and the continuous provision of psychological, social, and financial support. Additionally, it is essential to prepare teachers for teaching in integrated schools by equipping them with modern special education strategies, taking into account individual differences, and adapting and modifying curricula according to the needs of autistic students. Keywords: Comprehensive inclusion, Special Needs, Autism Spectrum Disorder, Academic inclusion.