Perception of primary school teachers regarding the inclusion of students with non-functional autism in a regular education classes

Key Points

• This research aims to understand primary school teachers' views on including students with non-functional autism in regular classes.
• Qualitative interviews with primary school teachers
• Analysis of teaching practices
• Assessment of classroom dynamics
• Teachers express concerns about preparedness for inclusivity
• Some teachers highlight benefits of diversity in classrooms
• Requests for additional training and resources were common.