Primary teachers' knowledge and attitudes about autism, and experience of good practice approaches: implications for policy and practice in Croatia

Abstract

Education in Croatia is based upon principles of inclusion and individualisation. However, the effective inclusion of learners with special educational needs, including those with autism, has been identified as limited. To better understand the situation within primary education in the country, a survey of specialist teachers from mainstream and special primary schools was undertaken (n = 99), to investigate such teachers' knowledge and attitudes regarding autism, and their experience of ‘good autism practice’ methods and approaches. Knowledge was inconsistent, and inaccurate understandings were common. Attitudes regarding the inclusion of learners with autism were ambivalent. Training in ‘good practice’ approaches was extremely limited; however, despite low confidence, the use of these approaches was common. Teachers' education needs in autism were identified, and implications for future teacher education in autism, practice and policy initiatives are discussed.