Inclusion of Students with Autism: Teacher Perceptions Regarding Evidence-Based Strategies and Staff Supports in Pennsylvania

Abstract Legal and philosophical shifts away from segregated instruction and toward inclusive education have resulted in a dramatic increase in the number of students with Autism Spectrum Disorders (ASD) being educated in general education settings. Unfortunately, relatively little is known about the inclusion practices and supports that are available, as well as those that are still needed by teachers, to fulfill this mandate. The purpose of this study was to explore teachers' perceptions in the Commonwealth of Pennsylvania regarding (a) the use of and needs related to evidence-based strategies for effectively including students with ASD, and (b) the availability of and needs related to staff support for effectively including these students in general education classrooms. Implications for future research and practice are discussed.