Inclusion of students with autism spectrum disorder in the Jordanian regular classrooms: Teachers' perspectives

Abstract

Introduction. This study focuses on the relevance of inclusion for students with autism spectrum disorder (ASD) in the regular classroom. This issue has achieved international recognition with recommendations in most countries that students should be given the same opportunities as those without disabilities. The case of Jordanian teachers in Amman is selected in this study. Objectives. It specifically aims at investigating the teachers' perspectives on inclusion of students with ASD in Jordanian regular classrooms. Methods. The issue is evaluated using a qualitative study design where nine teachers were interviewed virtually. Results. The findings indicated the need for better training and skills development in specific aspects and needs of students with ASD. Providing teachers with training as well as materials and financial support is necessary for supporting inclusive learning. The teachers also report significant limitations in how inclusion of ASD students is supported in Jordan. The perspectives towards inclusion of ASD students in Jordan show that they have low confidence and self-esteem in dealing with these students and organizing inclusive classrooms due to inadequate training and experience. Conclusion. The findings of this study indicate the need for policymakers in Jordan to consider providing specific training to their general education teachers.

Uvod: Ova studija je fokusirana na znacaj ukljucivanja ucenika s poremecajem iz spektra autizma (PSA) u redovna odeljenja. Ovo pitanje je steklo medunarodno priznanje s preporukama vecine zemalja da ovim ucenicima treba pruziti iste mogucnosti kao i onima bez ometenosti. Za ovo istrazivanje odabran je slucaj jordanskih ucitelja u Amanu. Cilj: Cilj istrazivanja bio je da se ispita stanoviste nastavnika o ukljucivanju ucenika sa PSA u redovna odeljenja u Jordanu. Metode: Problem je ispitan primenom studije kvalitativnog dizajna, gdje je virtualno intervjuisano devet nastavnika. Rezultati: Nalazi su ukazali na potrebu za boljom obukom i razvojem vestina o odredenim aspektima i potrebama ucenika sa PSA. Obezbedivanje obuke za nastavnike, kao i materijane i finansijske podrske neophodni su za podrzavanje inkluzivnog ucenja. Nastavnici su takode izvestili o znacajnim ogranicenjima u pogledu nacina na koji se podrzava inkluzija ucenika sa PSA u Jordanu. Kada je rec o inkluziji ucenika sa PSA u Jordanu, njihovi nastavnici, zbog neadekvatne obuke i nedovoljnog iskustva, imaju manjak samopouzdanja i nisko vrednuju vlastite sposobnosti za rad sa ovim ucenicima i organizovanje inkluzivnog razreda. Zakljucak: Nalazi ove studije ukazuju na potrebu da kreatori politike u Jordanu razmotre mogucnost pruzanja posebne obuke svojim nastavnicima specijalne edukacije.