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Increasing numbers of students with disabilities are being educated in mainstream schools in response to the international call for inclusive education. This study investigated the experiences of five students diagnosed with Autistic Spectrum Disorder (ASD) with challenging behaviours, and those who support them including parents, class and special education teachers, regarding inclusive education. At the time of the study, the five male students were all of upper primary school age, and attended state schools in Queensland, Australia. A multi-case study approach was adopted to better understand the nature of inclusion through engaging participants (students, class teacher, parents, and special education teachers) in conversations about their experiences of inclusion by means of semi-structured interviews. Students diagnosed ASD with challenging behaviours are testing the educational system as it attempts to meet their individual needs.This book found that there is a need for an appropriate model to be implemented to offer a foundation level of appropriate education interventions.
About the author
Dr Graham P. Foster, Doctor of Education: Educational Inclusion, Queensland University of Technology. Professional experiences: Secondary teacher, Guidance Officer, Principal Education Officer - Student Services, and Principal. Currently I¿m the Executive Director (Schools), North Queensland Region, Department of Education and Training, Australia.
