Influence of Generalist Teachers’ Views on Training and Experience in Inclusive Education of Students with Autism Spectrum Disorders

The purpose of this study is to survey and analyze the data on teachers' opinions, experiences, and preparation in inclusive teaching with respect to learners with autism spectrum disorders. Convenience sampling was carried out to recruit 76 teachers from Valceresio secondary school, who were administered an ad hoc questionnaire comprising 18 items. Through Chi Square analysis, with the help of the SPSS program, a check was made for the possible presence of associations between variables.The data showed that from the perception of their own training, 59.2% responded that they were trained for the required needs. In the between-relationship analysis, it is found that the variables influencing the perceived adequacy of teachers' preparation in planning inclusive activities for people with autism spectrum disorders relate to knowledge of such disability, presence of specific training on the disability, and previous experience (p<0.003). In addition, teachers who are informed about this disability are more likely, in the case of a student in the classroom with autism spectrum disorders, to plan and propose inclusive activities themselves, while the remainder would refer to the support teacher (p<0.008). The study shows how teachers consider training and experience to be of considerable importance in teaching aimed at the inclusion of individuals with autism spectrum disorders. It also points to the need to work on teacher training, as their perceptions influence how they work to promote school inclusion.