The inclusion of children with functional neurodevelopmental disorders (high functioning autism) in the greek formal education before and during the Covid-19 pandemic

Abstract

In the present research, taking into account teachers as a key factor for the successful implementation of an integration policy in Greece for children with High-Functioning Autism (HFA), parameters related to the teachers themselves were approached. Indeed, teachers' attitudes and beliefs regarding inclusive processes and their self-efficacy were investigated through data triangulation with quantitative and qualitative research.Taking into account the responses of 1070 teachers in Greece (quantitative part), their attitudes and beliefs regarding the inclusion of children with HFA in mainstream education were identified and compared. Then, in an attempt to triangulate the research, a focus group (qualitative part) was formed consisting of 6 teachers who, in the context of a semi-structured interview, were asked to answer a series of questions that corresponded to the main axes of the study. From this work, conclusions emerged that largely confirmed the initial hypotheses, following the international standards of other studies, as well as some Greek research. Specifically, with regard to the research questions, it was found, both from the quantitative and from the qualitative part, that teachers have a positive attitude towards the inclusion of children with functional autism in Greek schools. From the qualitative aspect, specifically it emerged that 5 out of 6 teachers pointed out that age is the main obstacle, while previous education in SEND and teaching experience in special education are key factors for the successful implementation of integration procedures, while younger teachers, under 30-40 years old had more positive views. From all this research, the new dimension of the distance education of children with SEN and the possibility of achieving even rudimentary inclusion came to the surface. Thus, researchers in future work must look for the beliefs of educational staff regarding the case inclusion of children with HFA even in these new conditions.