Children with ASD in Regular Classroom: How Do Teachers Value and Use Inclusive Educational Practices in Northwest China

Educators play a significant role in creating an inclusive learning environment for students with ASD, enhancing people’s understanding and the social acceptance of individuals with ASD or other types of disabilities. The purpose of this study was to investigate public elementary school teachers’ perceptions regarding the value and use of educational practices to educate students with autism spectrum disorder in regular classrooms in northwest China. This study was conducted by using a descriptive survey research design with a mixed methodology approach. A survey instrument with Likert scale and open-ended questions was used to collect quantitative and qualitative data to answer research questions. The participants of this study were 812 public elementary school teachers in Lanzhou, China. The quantitative findings indicated that elementary school teachers reported that educational practices related to students’ social development, emotional self-regulation, and educators’ abilities are more important than educational practices focused on students’ academic achievement and the inclusive learning environment. The Qualitative findings revealed that elementary school teachers in northwest China believed the current public education system is not well-prepared to provide qualified inclusive education for students with autism.