Successes and difficulties in the individual inclusion of children with Autism Spectrum Disorder (ASD) in the eyes of their coordinators

Abstract

This study examined the inclusion of children with Autism Spectrum Disorder (ASD) in regular classes and analysed the factors related to its success and failure. Thirty‐seven inclusion coordinators participated in the study and conveyed their view about their own experience. The qualitative methodology used in this study was comprised of regular bimonthly reports by the inclusion coordinators, a comprehensive report on one successful and one ‘problematic’ event of their student, and focused open interviews with the inclusion coordinators. Two general categories emerged for success and failure: the included student’s functioning (behavioural, social, cognitive) and the inclusion environment (collaboration, attitude, organisational aspects). Two general categories emerged from the analysis of success and difficulty factors: the inclusion environment (didactic aspects, the environment’s behaviour) and the student’s functioning (personal/internal factors, social skills, stereotypical behaviour, student’s individual abilities). Implications of these findings are discussed.