An exploration of student teachers’ perceptions, experiences, and attitudes towards the inclusion of autistic learners

Fernandes, Lisa (2022) An exploration of student teachers’ perceptions, experiences, and attitudes towards the inclusion of autistic learners. Ed.D thesis, University of Glasgow.

Abstract

This research aimed to explore student teachers’ perceptions, experiences, and attitudes towards the inclusion of autistic learners. Adopting an ethics of care approach, this research was conducted with ten student teachers in a large college in North-East England. Participants (student teachers) were enrolled in a PGCE within the postcompulsory education sector. Data was collected through semi-structured interviews and thematically analysed using Braun & Clarke’s (2006) framework. The analysis indicated that although student teachers were positive in their attitude towards inclusion, they had some concerns over their ability to include autistic learners. The main external factors impacting inclusive practice with respect to autistic learners, identified by participants were time, resources, and support.

The recommendations do not address the external factors impacting inclusive practice with respect to autistic learners, for example, time, which cannot be solved through initial teacher education, however, there are changes that can be made to ITE programmes. The key recommendations from this study are the introduction of autistic guest speakers on the PGCE programme and collaboration with autistic people to develop its curriculum content to support future teachers feeling prepared to include autistic learners. Enhanced opportunities to interact with autistic learners through peer observations and further collaboration with mentors to support inclusive practice is also proposed through the development of Communities of Practice (CoP).

• Item Type: Thesis (Ed.D)
• Qualification Level: Doctoral
• Colleges/Schools: College of Social Sciences > School of Education
• Supervisor's Name: Alves, Dr. Ines and Hedge, Professor Nicki
• Date of Award: 2022
• Depositing User: Theses Team
• Unique ID: glathesis:2022-82748
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 16 Mar 2022 10:11
• Last Modified: 11 Apr 2022 09:30
• Thesis DOI: 10.5525/gla.thesis.82748
• URI: https://theses.gla.ac.uk/id/eprint/82748