Attitude of being peers of autistic students in integration classroom at a primary school.

Abstract

Background : Children with autism in integration classroom have impaired communication, stereotyped behaviors, and social isolation. Their normal peers, in the same classroom, therefore, play an important part, directly and indirectly, to help autistic classmates. However, there has not been any research on peers’ attitude towards autistic children in an integration classroom.

Objective : To describe the attitude of being peers of autistic students in integration classroom at Chitralada Primary School.

Design : Qualitative research using phenomenological approach.

Setting : Chitralada Primary School.

Materials and Methods : Data were collected from key informants who related with the autistic students. Thirteen students, together with five teachers (2 teachers in integration classroom and 3 special education teachers) were identified and interviewed. The researcher also participatory observed identified students in the class. The data were analyzed using the maticanalysis.

Results : Key informants’ attitudes regarding cognitive aspect showed considerable similarity between students and teachers. Regarding evaluative feeling aspect, there were evidences of empathy and sympathy among those with positive attitude, and upset or fear of autistic students’ behaviors among those with negative attitude. Both positive and negative evaluative feelings might be related to behavioral intents, i.e. approach, withdraw, or neglect behavior.

Conclusion : Peers of autistic students in integration class have both positive and negative attitudes. The findings can be used for developing promotion programs in order to help peers to adjust and interact with autistic students in amore adaptive way.