A multi-perspective study of Perceived Inclusive Education for students with Neurodevelopmental Disorders.

EDUCATION of college teachers; EDUCATION of parents; CONSENSUS (Social sciences); CHILD psychopathology; ATTENTION-deficit hyperactivity disorder; RESEARCH funding; NEURODIVERSITY; AUTISM; EDUCATIONAL outcomes; MAINSTREAMING in special education; CAREGIVERS; COMPARATIVE studies

Consensus is often a prerequisite for communities to develop initiatives to improve practice and create a future together. We investigated the consensus around the perceived educational inclusion of autistic and other neurodivergent students, their caregivers, and their teachers. Seventeen triads of informants plus two single students from mainstream secondary and high schools in Sweden underwent the standardized INCLUSIO interview operationalizing educational inclusion domains. Inclusive practice was reported across groups to be poorly to sufficiently developed for different domains and measures. Discrepancies were extensive between informants and most pronounced for students and parents versus teachers. The findings highlight limited consensus about inclusive education in practice and suggest enhanced participation of neurodivergent students and their parents to improve inclusive education implementation. [ABSTRACT FROM AUTHOR]

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