E. Mcgregor et E. Campbell, The attitudes of teachers in Scotland to the integration of children with autism into mainstream schools, AUTISM, 5(2), 2001, pp. 189-207
Around 4600 school-age children in Scotland fall within the spectrum of aut
istic disorders, of whom 780 have been identified in schools. This study so
ught the views of 23 specialist and 49 mainstream teachers, 22 with experie
nce of autism, 27 without. They were questioned about the advantages and di
sadvantages of integration into mainstream for autistic children, their own
ability to cope and predictors of success. Questionnaires were issued to s
pecial units and to mainstream primary and secondary schools. A minority of
mainstream respondents believed children with autism should be integrated
where possible. Mainstream teachers with experience of autism showed more c
onfidence to deal with the children than those without experience. Many exp
ressed concerns about effects on mainstream pupils but most were willing to
undertake more training. Specialist teachers were more positive, although
they acknowledged possible disadvantages for both groups of children and st
ressed that the success of integration depends on the individual child.