Integration of students with Asperger's syndrome or high-functioning autism in Mainstream Classroom: a view from the teachers' attitude
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Abstract
There are three main aspects developed in this article:
- Integration of students with special educational needs (SEN).
- Integration of learners with Asperger’s syndrome.
- Teachers’ attitude towards integration in classrooms of students with special educational needs and, particularly, of students with Asperger’s syndrome.
This work, supporting these main ideas, was conducted in Uribe Kosta district (Vizcaya). Through several questionnaires and semistructured interviews, only mainstream teachers who had in their classrooms learners with Asperger’s syndrome or High-Functioning autism took part in this study. This study refers, on one side, to the five factors of the quantitative data and, on the other, to the twelve Nudist thematic indexes. These indexes are linked to the qualitative antecedents, leading to the convergence of both variables. The resulting conclusions are taken from the realignment of both hierarchies.