The issue of inclusion is a contemporary and important issue in the field of special education. The programs and services provided to individuals with autism spectrum disorder through separate centers, associations and institutions lack clear strategies regarding planning for the inclusion of these children in schools, as the school is considered the appropriate place that provides the child with appropriate educational growth and development on the social, academic, psychological and cognitive levels, among others.
This study by applied behavior analyst Mahmoud Al-Shiyab for the year (2020-2021) came to identify and study the attitudes of teachers and principals in public education schools, especially at the basic stage, towards the issue of inclusion for children with autism spectrum disorder in the capital, Amman, the Hashemite Kingdom of Jordan. The study sample was randomly selected from male, female, and mixed schools in equal numbers, based on the inclusion standards issued by the Higher Council for the Affairs of Persons with Disabilities, scientific literature, and previous studies, as well as relevant laws and agreements.
In light of the conflicting trends in previous studies indicating the importance of further research on the attitudes of teachers and administrators towards the inclusion of people with disabilities in general, Mahmoud Al-Shiyab’s study focused on studying the attitudes of teachers and administrators towards a specific category, namely people with autism spectrum disorder, and its evaluative role in detecting and identifying negative attitudes and suggesting ways to avoid and change them, and ways to promote positive attitudes towards the inclusion of people with disabilities in general and the inclusion of people with autism spectrum disorder in particular, given its role in the success and development of the inclusion process.
In light of the study’s findings, the researcher recommends further expanded studies to include the trends of families and students, raising and developing awareness among staff working in schools about autism spectrum disorder and methods of evaluating, training and teaching them, raising awareness among educational staff about the rights of people with disabilities and those with autism spectrum disorder, and finally preparing training courses and programs for staff working in regular schools on the issue of integrating people with disabilities into them.
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