Inclusion and Autism in Primary Education - An Exploratory Interventtion of the Preparation of Beginner Teachers in England

This exploratory intervention in the preparation of beginner teachers in England examines the effectiveness of a bespoke, ten-week training intervention that combined theoretical understanding of autism with hands-on practical experience in a special resource provision (SRP) for autism. The action research study also explores the perceptions of autism and attitudes towards autistic pupils of beginner teachers in two mainstream primary schools in England. This study focuses on how beginner teachers might be better equipped for inclusive practice. This research uses semi-structured interviews to collect data and takes an exploratory and inductive approach. The research design employs the social constructivist philosophy pioneered by Vygotsky (1978) and is rooted in collaboration and interaction, where knowledge is constructed between the parties involved. The data is interpreted through the lens of constructivist grounded theory (Charmaz, 2006).

The training intervention involves eight beginner teachers, engaged in action research over ten weeks, working collaboratively, in pairs and small groups, during dedicated learning times. A reflection pause after the first five weeks of theory training allows for adjustments based on data collected, followed by a further five weeks of hands-on practical opportunity to work with expert colleagues in an SRP for autism, creating shared knowledge on the inclusion of autistic pupils in mainstream classrooms.

The study finds that a variety of factors, misconceptions and training shortfalls influence beginner teachers’ perceptions and attitudes towards autistic pupils. It demonstrates teachers’ low confidence in their ability to include autistic pupils in their mainstream classrooms when they start out in their careers. The study shows that participants in the study valued the dedicated time and space they had during the intervention to collaborate with peers in learning about autism, and they are seen to gain insights about autistic pupils that influence their attitudes, build their confidence and improve their inclusive practice.