Abstract
The legal policy landscape in India concerning disability and education has changed drastically over the last three decades. Specifically, autism spectrum disorder (ASD) has been recognized as a separate disability since the late 1990s and various policies have been introduced to advance inclusive education for children with disabilities. However, there exist challenges in implementing effective inclusive programs given the varying structures of the educational system in India.
Formal compulsory education in India starts at the age of 6 years as mandated by the Right to Education (RTE) Act (2009). Pre-primary education is not universalized or standardized in India and not mandated, but plays an important role in school readiness for all children. Similarly, pre-primary or early childhood special education, offered by early intervention centers (that function outside the mainstream schools) across the country, play an important role in school readiness for children with disabilities, including ASD.
Early intervention and inclusive education are recognized as important for children with ASD. Teachers play a crucial role in the education of children with ASD. Literature on general educators’ perspectives and attitudes about inclusive education generally, children with ASD, and inclusive education for children with ASD in India reveal mixed findings (i.e., they hold both positive and negative attitudes and perspectives). Despite the critical role that early intervention centers play in school readiness behaviors, little is known about the early childhood special educators’ (who form an integral part of the team) attitudes and perspectives towards children with ASD and inclusive education for them. Therefore, the objective of the present study was to understand the attitudes and perspectives of early childhood special educators on inclusive education for children with ASD in India using the Theory of Reasoned Action (TRA). Eight special educators from a Southern State in India (Tamil Nadu) were interviewed using a semi-structured protocol and thematic analysis was used to uncover themes and patterns in the data.
The results indicated that, overall, special educators had a positive attitude towards children with ASD and inclusive education for them, and hence made them engage positively in school readiness for children with ASD. Special educators also based their engagement in readiness behaviors on the Government’s mandates and parental pressures, which shaped their own values about inclusive education for children with ASD. Further, special educators reflected confidence in engaging in the behaviors based on their knowledge and skills acquired through their educational training and experience. The special educators acknowledged the role of early intervention centers in supporting their engagement in the readiness behaviors. The study also found that special educators had knowledge about the lack of support and resources in mainstream schools to continue the preparedness of children with ASD, leaving children to seek continued support from special educators long after transitioning into mainstream schools. Thus, the study highlights the need for strengthening resources and creating effective bridge programs between early intervention centers and mainstream schools for inclusion and retention of children with ASD in inclusive education setups in India.