Exploring Inclusive Practices for Students with Autism Spectrum Disorders in Mainstream Classrooms: A Case from New Zealand

Mukti Thapaliya

Abstract

This qualitative study investigated how Resource Teachers: Learning and Behaviour (RTLB) provide inclusionary support for students with autism spectrum disorders from Year 1 to Year 10 in mainstream classrooms in New Zealand. Data were collected through in-depth semi-structured interviews with the eleven purposefully selected RTLBs. They reported that they used: i) a three-tiered support model,  ii) facilitated professional learning and development for teachers; and iii) provided differentiated resources as inclusionary strategies for students with autism spectrum disorders in the mainstream classroom. The recommendations and limitations of the study were also discussed.

Keywords

Resource teachers; Three-tier support model; Autism spectrum disorders; Mainstream classrooms

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