Running Head: ATTITUDES TOWARD INCLUSION FOR STUDENTS WITH AUTISM:
DETERMINING THE LEAST RESTRICTIVE ENVIRONMENT
1
ATTITUDES TOWARD INCLUSION FOR STUDENTS WITH AUTISM:
DETERMINING THE LEAST RESTRICTIVE ENVIRONMENT
Chloe’ Randle
Applied Educational Psychology
Webster University
Author Note
Correspondence concerning this paper can be sent to Chloe’ Randle, Department of Education,
Webster University, Webster Groves, Missouri 63119. Address email to
chloerandle27@webster.edu
Attitudes Toward Inclusion for Students With Autism: Determining the Least Restrictive
Environment
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ASTRACT
The general education setting is meant to represent the least restrictive environment for a
child that has an education diagnosis of Autism. In deciding the appropriate placement for a child
coming to school age, moving within new school districts, or moving between grade levels, a
guideline has been designed to determine the student’s current functioning level in math and
reading, a history of related services and a compilation of the necessary supports that promote
the student’s independence. Before achieving the appropriate checklist, the perspectives of
general education teachers and special education teachers were evaluated. Teachers from 5
different school districts were interviewed in hopes to gain a detailed understanding of the
beneficial ways that a child with autism could benefit from their classroom environment and
what challenges could arise from differentiating instruction to encompass the needs between a
typical developing student and a student with Autism. From the special education teacher’s
perspective, there are useful interventions, per accredited literature, that can be utilized in the
general education setting to reduce challenging behavior, teach communication skills, and
improve social relationships in the inclusive setting. Finally, I conclude by offering adequate
preparation for general education teacher and a detail guideline can determine the least restrictive
environment for students with Autism.
Attitudes Toward Inclusion for Students With Autism: Determining the Least Restrictive
Environment
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INTRODUCTION
The ultimate goal for children with an educational diagnosis of any disorder, especially
Autism, is to provide them with the appropriate aids and supports so that they are educated in a
regular education classroom, along with their nondisabled peers. For a child diagnosed with
Autism Spectrum Disorder (ASD), there are primarily deficits in verbal and non-verbal
communication, social awareness and interactions, and imaginative play. An inclusive
environment within the general education setting, equipped with supplementary aids and
services, can be beneficial to promote appropriate behavior and enrich social independence. In
some instances, a student’s Individualized Education Plan (IEP) states that there is another
arrangement other than the general education setting. When the alternative placement that
promotes the LRE for a child with Autism is in the special education class or in a self-contained
environment, a decision or plan on whether the child will be placed in an inclusive classroom
should be made on a case-by-case basis that follows a specific checklist or criteria. In order to
decide the most appropriate learning environment for a student with Autism, a criterion will be
developed and should be utilized by the student’s IEP team. In this research, general education
and special education teachers will be surveyed to assess their attitude toward the special
education process and if they feel equipped to meet the needs of the students that could be
assigned to their classroom. Based on a newly developed checklist, the student will be placed in
“their” least restrictive environment based on academics functioning level and behavioral
supports.
Attitudes Toward Inclusion for Students With Autism: Determining the Least Restrictive
Environment
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METHODS
Participants and Setting
The purpose of this project is to develop criteria to determine the least restrictive
environment for students with Autism that are placed in a self-contained special education
setting. The participants that will provide helpful information to the criteria will be five
educators from five different school districts who have volunteered to be interviewed. Also, five
educators from Special School District who have volunteered to be interviewed. The
interviewees will be anonymous. The interviewees will be chosen from the St. Louis County
schools.
Procedure
All teachers, general education and special education, were interviewed individually in
their schools. The interviewer read the items to the teachers and the teachers provided the
responses to the interviewer. The interview included the following questionnaire on a Likert
scale of 1 for strongly agree to 5 strongly disagree:

I would prefer to work with children with other types of disability

I find it harder to work with this child than with others with different special needs

I feel comfortable differentiating instruction for an inclusive classroom setting

Even with extra training I would find it challenging to work with this student

We should be able to improve this child’s behavior in the general education setting

I am confident that I will be able to improve the interactions with this student

The contribution of the special educators to this student’s development is positive
Attitudes Toward Inclusion for Students With Autism: Determining the Least Restrictive
Environment
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
We should be able to assist in improving this student’s language skills in the general
education setting

The knowledge I have in instructing a child with autism is minimal

I have had enjoyable moment working with a student with Autism
Structured interviews will be audio-recorded (not video) for accurate understanding of
interviewee’s thoughts and opinions. The interview session is meant to last 20 to 30 minutes
each. The interviewee will turn in their Likert-scale questionnaire and will be asked one question
to determine what their needs are in providing an inclusive environment for a student with
Autism:
What category do you feel your needs are the most in regards to an inclusive environment:
o I need more information regarding the student’s disability
o I need research based interventions in the area of social skills
o I need more explanation in how to take appropriate data to track progress
o I need additional resources in the areas of math and reading (space, adult support, or
flexibility)
The questionnaire will be provided in advance but will be instructed to be taking an the time of
the interview. Also the additional will be given in advance. The teachers will be opportunity to
ask any questions and to share their thoughts. Interviewees will be anonymous and the
recordings will be deleted after the transcriptions are reviewed. Interviewees will have the
chance to withdraw their participation at any time.
Data Analysis
Attitudes Toward Inclusion for Students With Autism: Determining the Least Restrictive
Environment
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Annotate Bibliography
Guldberg, K. (2010). Educating children on the autism spectrum: preconditions for inclusion and
notions of ‘best autism practice’ in the early years. British Journal of Special Education,
37(4), 168 – 174.
This text states the necessary elements for an inclusive environment. The strategies are to
enable social understanding and appropriate skills, establish an understanding of their
needs or wants, foster communication and language skills, and offer an environment
where they can learn from their peers. The author also states that effective engagement
from guardians would offer support and information. This resource was helpful because
as I began to list the participants for my study I did not incorporate parental point of
view. This could lend helpful in promoting the least restrictive environment.
Jordan, R. (2008). Autistic spectrum disorders: a challenge and a model for inclusion in
education. British Journal of Special Education, 35(1), 11 – 15.
In this article, the authors discuss the nature of Autism Spectrum Disorder and gives
valuable information about why inclusion is important for all students on this spectrum.
Education is characterized as the ‘gateway for full social inclusion.’ The text was
insightful for me because it made me examine the ways that all teachers need to think
outside of the box when approaching instruction t with these students. As a child with
Autism interprets information differently, teacher must learn how to think differently to
better serve their needs.
Attitudes Toward Inclusion for Students With Autism: Determining the Least Restrictive
Environment
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Moreno, F. J., Rodriguez, I.R., & Saldana, D. (2011). Support, inclusion, and special education
teachers’ attitudes toward the education of students with autism spectrum disorders.
Autism Research and Treatment, 2012, 1 – 8.
This text spoke about the attitudes that special education teachers have when teaching
student with Autism Spectrum Disorder. The study was conducted by given teachers two
Likert-scale questionnaires to assess their attitudes towards education and their needs.
The outcome showed that their needs where highest in relation to a need for information
and social support. This study found to be the most helpful because it spoke to the point
of view that I could closely relate to because I am a special education teacher and I felt
that me needs feel into the same areas. The text also lent information on how to develop
an appropriate questionnaire that could reveal useful information for my current study
about inclusion.
Attitudes Toward Inclusion for Students With Autism: Determining the Least Restrictive
Environment
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References
Alkin, M.C., Bauminger, N., Freeman, F.N., Kasari, C. (1999). Parental perspectives on
inclusion: Effects of autism and down syndrome. Journal of Autism and Development,
29(4), 297 – 305.
Guldberg, K. (2010). Educating children on the autism spectrum: preconditions for inclusion and
notions of ‘best autism practice’ in the early years. British Journal of Special Education,
37(4), 168 – 174.
Kline, L.S., O’Connor, B., Welton, E., Vakil, S., (2009) Inclusion means everyone! The role of
the early childhood educator when including young children with autism in the
classroom. Early Childhood Educ J, 36, 321 – 326.
Jordan, R. (2008). Autistic spectrum disorders: a challenge and a model for inclusion in
education. British Journal of Special Education, 35(1), 11 – 15.
Moreno, F. J., Rodriguez, I.R., & Saldana, D. (2011). Support, inclusion, and special education
teachers’ attitudes toward the education of students with autism spectrum disorders.
Autism Research and Treatment, 2012, 1 – 8.