Date of Project

4-7-2026

Document Type

Honors Thesis

School Name

Annsley Frazier Thornton School of Education

Department

Education

Major Advisor

Dr. Ali Taylor

Second Advisor

Dr. Sarah Hawkins-Lear

Abstract

The prevalence of autistic students being taught in general education classrooms continues to rise, which emphasizes the need for strong and purposeful inclusive education. The characteristics of autism spectrum disorder (e.g., resistance to change and routines, difficulty in relationship building, sensitivity to environmental stimuli, etc.) can create challenges in the classroom setting that ultimately may impede social and academic growth. Having adequate knowledge and understanding about these challenges is important for teachers as they plan high-quality, differentiated instruction. Considerable amounts of existing literature examine teachers’ perceptions of inclusion, suggesting many general education teachers feel unprepared to meet the needs of these students. At the same time, much of the literature fails to include the perspectives of parents and guardians who serve as key stakeholders in a child’s education. The purpose of this study was to address this gap by providing caregivers with a voice to express their concerns and ideas for promoting the inclusion of autistic children in general education classrooms. Utilizing a digital survey, 11 caregivers revealed their perceptions of their child’s inclusion, providing both quantitative and qualitative data. The responses aligned with existing literature on teacher perceptions, particularly regarding concerns about teacher preparedness and understanding of autism. Additionally, it was exhibited that many caregivers see social inclusion as a notable barrier to their child’s education experience. These key findings create implications for educator preparation programs as well as current educational practice.

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