Abstract
Characterized by limited or almost inexistent social skills, autistic children imperatively need social integration, in order to ensure a positive social environment in which they could imitate their colleagues and develop better means of communication. A sample of 60 teachers from public and special schools, aged between 29 and 50 years old, was assessed using Inclusion of Children with Special Needs in Public Schools Questionnaire (Chițu, Barcau & Blaga, 2016) in order to analyse their opinions and attitudes towards inclusive education. A sample of 75 children (aged between 8 and 12 years old) with Autistic Spectrum Disorder, with whom these teachers interact, was assessed with Adaptive Behaviour Assessment System II (ABAS II, Harisson & Oakland, 2012). We found significant differences regarding communication, community use and self-care, social skills and general adaptive composite (GAC score), between children in special and public schools. Furthermore, teachers emphasize that: (1) society, in general, has a tolerant attitude toward children with educational special needs; (2) families with such children choose a public school mostly in order to integrate their children in society and to ensure them the right to equal chances; (3) differential assessment strategies are needed for these children and adaptation of the curriculum to their needs; (4) children with special needs have a real chance of success in a public school. Results are analysed in relationship with teacher’s roles, opinions and attitudes toward the integration of autistic children in public schools.
Highlights
A report of Autism Spectrum Disorders in the European Union (ASDEU, 2018) showed that ASD prevalence is 1 in 89 children between 7 and 9 years of age
The reasons why families choose a public school for their children with ASD: the right for equality of chances (43.3%), the opportunity of integration (30%), the interpersonal relationships that children may establish (16.7%), the assimilation of the typical way of life (10%)
Our results show that children with ASD that go to public schools have better performances in all five areas mentioned above than children with ASD going to special schools
Summary
A report of Autism Spectrum Disorders in the European Union (ASDEU, 2018) showed that ASD prevalence is 1 in 89 children between 7 and 9 years of age. Studies show that in Romania, over the past decades, the number of children with ASD has increased, as far as 14.3% (Budişteanu et al, 2017). Many of these children are students in public schools, and this puts the educational system in the situation of implementing plans to foster family support and student success. In Romania there is legislation for people with ASD, many parents don’t know it well enough, and this increases the risk of affecting the chances of children’s evolution (Oniţiu & Raiu, 2018)
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