Promoting inclusive educational environments for children with autism and other social-communication challenges: Preschool class and primary school

Researchers agree that evidence-based educational practices (EBP), adapted to the needs of children with autism spectrum conditions (ASD) and related social-communication challenges (SCC) implemented with fidelity in their natural learning context, are interventions of choice. A prerequisite for learning and implementation of EBPs in particular inclusive, is a high-quality learning environment.

However, the quality of the learning environment is rarely assessed in common educational practice, including ASD/SCC.

Usage of EBP for children with ASD/SCC in Sweden is hampered by lack of validated instruments aimed at assessing the learning environment followed-up with facilitate supports and modifications.

Based on our previous work on the inclusion of autistic children in preschools, the present project consists of three studies.

First, culturally adapt and validate the Autism Program Environmental Rating Scale (APERS) to the context of the Swedish primary school.

Second, using a clustered- randomized controlled design in 30 primary school classrooms involving 90 ASD/SCC pupils, examine the feasibility and preliminary efficacy of APERS assessment to facilitate improvements in the learning environment (primary outcome) and student and teacher outcomes during one semester.

Third, examine the lived experience of stakeholders (students, teachers, caregivers, coaches principals) when the APERS is applied in primary school, in regard to its social validity and implementability.