TEACHERS’ PERCEPTIONS TOWARDS INCLUSIVE EDUCATION FOR CHILDREN WITH AUTISM SPECTRUM DISORDER (ASD) IN MAINSTREAM PRIMARY SCHOOL IN QATAR

Abstract

This study aimed to identify teachers' views on the integration of children with autism disorder in primary public schools in Qatar. To achieve the objective of the study, the researcher applied the descriptive method, The questionnaire came in 5 domains: the social domain, which consisted of 8 items, the academic domain, which consisted of 9 items, the emotional domain, which consisted of 9 items, the educational environment domain, which consisted of 11 items, and the teacher competency domain, which consisted of 11 items. The study was conducted on a sample of 72 teacher, who were randomly selected from government school teachers. primary school due to the variable of teaching experience, and the absence of statistically significant differences in the average viewpoints of male and female teachers towards the integration policy due to the variable of educational qualification and the variable of gender. To integrate with other normal children, and to provide an educational environment that helps integrate children with autism with their normal peers