Eureka! Institutional Repository

Successful inclusion of children in the autism spectrum in the general classroom requires the positive attitude of teachers at all levels and their adequate knowledge of autism. In particular, the knowledge, attitudes and perceptions of preschool teachers are important, as they are the first to overcome any difficulties, offering equal learning opportunities to all children, thereby establishing an inclusive education. This study examined the knowledge about autism and attitudes about the inclusion of students with ASD in the general classroom of 91 pre-school teachers in the Prefecture of Corfu. The results show that teachers have sufficient knowledge of the spectrum of autism, but maintain a neutral attitude towards including these children in the general classroom. The results also showed that the attitude of special education teachers did not differ from the attitude of general education teachers towards inclusion. It also appeared that teachers' past experiences with children in the autism spectrum did not predict their knowledge of autism while experience and training in autism did not predict a positive attitude toward inclusion. Factors that help children with ASD to be included in the general classroom were ascertained and behaviours identified as more disturbing in the classroom were pointed out. These results are in line with some studies which show that experience with children with ASD and training are not related to the attitude of teachers towards inclusion, while they are in contrast to others, which show that experience and training play an important role in creating a positive attitude towards inclusion. Therefore, educating teachers on the characteristics of autism, as well as educational approaches and inclusion strategies, is considered essential. In addition, the cooperation of all school staff and teamwork are indispensable elements for changing the school culture in an inclusive direction