What is it about?
Children with Autism Spectrum Disorder are increasingly educated in mainstream classrooms in the United Kingdom (Wilkinson & Twist, 2010) and some employers are now specifically seeking out staff on the autism spectrum. Does that mean that we are living in an ‘inclusive society’ (United Nations Department of Economic and Social Affairs [UNDESA], 2008), in the sense that inequalities are reduced and full economic, social and cultural participation is advanced for individuals with autism? We conducted a general population survey to assess how close we are to an inclusive society for individuals with autism in Northern Ireland. We examined public attitudes to (a) visibility and social interaction, (b) aetiology, needs, and interventions, and (c) rights and resources. A stratified, representative sample of 1204 adults took part in the survey; of these, 989 were aware of autism and their attitudes and behavioural projections reflected a mix of acceptance and denunciation. The level of confusion with regards to interventions reflected the general uncertainty within UK policy regarding meeting the needs of individuals on the autism spectrum.
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Why is it important?
Therefore, it seems that inclusion is working to an extent, but more clarity is needed with regard to adequate education, intervention, and support for individuals with autism.
Perspectives
inclusion is working to an extent, but more clarity is needed with regard to adequate education, intervention, and support for individuals with autism.
Karola Dillenburger
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This page is a summary of: Creating an Inclusive Society… How Close are We in Relation to Autism Spectrum Disorder? A General Population Survey, Journal of Applied Research in Intellectual Disabilities, March 2015, Wiley,
DOI: 10.1111/jar.12144.
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