Including Children with Autism Spectrum Disorder in mainstream Early Childhood Settings: What teachers do.

Abstract

Abstract Autism Spectrum Disorder (ASD) is a label given to a neurological condition that causes people to act and think differently from neurotypical people. While there are New Zealand/Aotearoa studies reporting on children with ASD in more formal educational, compulsory settings, little is known about including children with ASD in mainstream early childhood settings. In this article the research focuses on investigating children with ASD who are included within three mainstream early childhood settings within one region of New Zealand/ Aotearoa, using case study methodology. The data collected included observations of teachers interacting with the child with ASD, semi-structured interviews with the key teacher, centre manager and the family/whānau of the child as well as collecting documents supporting the child within the centre. The findings indicate that all three ECE settings mostly included the child, while addressing some of their learning needs. However, it also highlighted the need for all teachers to have professional development when teaching children with ASD.