Claire Muslin
Addressing the burden of cervical cancer for Indigenous women in Latin America and the Caribbean: a call for action
Frontiers in public health
autistic students limited access inclusive classes activities schools principals special education teachers directly teach administer programs autistic elementary students offer critical insight factors educators attitudes may impact inclusive opportunities schools attitudes may serve barriers facilitators promoting inclusive school setting semistructured interviews 26 elementary school principals 26 special education teachers explored experiences implementing evidencebased practices autistic students pivotal response training discrete trial training visual schedules 26 selfcontained classrooms united states autismspecific culture inclusion emerged theme analyzed paper inductive approach thematic analysis revealed principals special education teachers perspectives regarding autismspecific culture school including attitudes towards inclusion autistic students selfcontained classrooms broader school environment analysis text related autismspecific culture detailed aspects inclusion factors ie barriers facilitators affecting inclusion principals special education teachers attitudes towards autistic students placed selfcontained classrooms attitudes school staff towards teachers selfcontained classrooms recommendations support inclusive school environment autistic students results suggest valuing equal access classes activities autistic students selfcontained classrooms may sufficient promoting inclusive school environment educators may benefit targeted strategies facilitate inclusion strategies range supporting educators attitudes knowledge autism shifting physical aspects school environment eg location classrooms additional implications supporting true inclusion ie inclusion goes beyond physical inclusion involves autistic students selfcontained classrooms schools discussed