Mary Anne Mong, Thesis Supervisor Laura Rotunno, Thesis Honors Advisor Carrie Danielle Freie, Faculty Reader
Keywords:
autism inclusion Least Restrictive Environment
Abstract:
The number of students being diagnosed with Autism Spectrum Disorder (ASD) is rising, and with that comes a rise in the number of inclusive classrooms. Teachers from all ranges of experience and grade levels were interviewed about autism inclusion in their general education classroom to understand the rural teachers' perspectives about the effects of inclusive classrooms on children with autism and their peers. It was hypothesized that if children with autism are included into the inclusive classroom, they will experience benefits socially and academically. Teachers were asked about their feelings about inclusion and their level of preparation for having an inclusive classroom because research has shown that teachers who feel less prepared and less educated have more negative feelings about inclusion. Overall, the teachers reported several advantages for students with autism if it was their Least Restrictive Environment, as well as positive feelings about having inclusive classrooms.
