The attitude of teachers towards inclusive education of children with autism spectrum disorders

Contact: Olena Chopik, PhD, Kamianets-Podilsky Ivan Ohienko National University, Kamianets-Podilsky, Ukraine. Academic interests: psychological and pedagogical support for children with special educational needs in the conditions of the institution of general secondary education with inclusive education.

The article is devoted to the actual problem of the readiness of teachers of institutions of general secondary education with inclusive education to work with children with autism spectrum disorders. The works of scientists have been analyzed and generalized, in which the requirements for practical experience of teachers working in classes with inclusive education have been highlighted; the components of the methodical work, which are used to prepare teachers, have been also considered, as well as the duties of teachers in working with children with autism spectrum disorders have been emphasized. The attitude of teachers of institutions of general secondary education to inclusive education of children with autism spectrum disorders has been studied. It was found out which categories of children, in their opinion, are not subject to inclusive education, whether inclusive education for pupils with autism spectrum disorders can be obtained, what conditions should be provided in the institution for the successful training of these children, whose competences require teachers to work in institutions of general secondary education with inclusive education, which forms of methodological work are appropriate for preparing teachers to work with children with special educational needs. The results of the study of the teachers’ attitudes of institutions of general secondary education with inclusive education to working with children with autism spectrum disorders have been analyzed.

Key words: attitude, teachers, inclusive education, children with autism spectrum disorders.