A Research on the Current Status of Inclusive Education for Children With Autism in Beijing: Perspectives From Parents of Children With Autism

Abstract

To gain a comprehensive understanding of the current status of inclusive education for children with autism in Beijing from the perspectives of parents, a questionnaire-based survey was administered to 202 parents residing in Beijing, whose children have autism. Their experiences with inclusive education, sentiments towards acceptance and support, and preparedness for educational transitions were explored. The results revealed that inclusive education served as the primary educational placement for the majority of children with autism. However, parents perceived a low frequency and efficacy of support extended by mainstream school teachers. Limited acceptance and insufficient professional support continued to pose significant challenges for children with autism in mainstream educational settings. Additionally, there appeared to be a deficiency in the provision of guidance for parents of children with autism concerning educational transitions. It is therefore recommended that efforts be made to enhance the operational mechanism of inclusive education in Beijing and to offer guidance to parents and their children with autism during the process of educational transition.