The Future of Education

The increasing number of autistic students in mainstream education highlights the urgent need for well-prepared teachers with high self-efficacy in inclusive teaching [1] [3]. This study examines the impact of additional autism-specific learning within initial teacher education (ITE) programs in South Australia, evaluating its effectiveness in enhancing pre-service teachers’ confidence and capability to teach autistic students. A mixed methods approach was adopted, incorporating the AutismCRC modules and Positive Partnerships professional learning workshops. Preservice teachers from four South Australian tertiary institutions participated, with three institutions integrating both learning opportunities and one institution retaining its existing curriculum alongside the Positive Partnerships workshops. Data were collected through pre- and post-surveys using a modified version of the Autism Self-Efficacy Scale for Teachers (ASSET) [2] and supplemented with qualitative insights from focus group and individual interviews. Preliminary findings indicate that preservice teachers exposed to autism-specific content reported increased self-efficacy in key areas, including differentiated instruction, behaviour support, and family engagement. However, gaps remain in understanding legislative frameworks and effective collaboration with parents and carers. Participants highlighted the need for earlier and more integrated exposure to inclusive education strategies within their ITE programs. Notably, those with practicum experience in specialist settings exhibited lower confidence in inclusive teaching, underscoring the influence of professional placement on teacher self-efficacy. This research aligns with the Australian Disability Strategy (2021–2031) and South Australia’s Autism Strategy (2024–2029), contributing evidence to inform policy and curriculum enhancements. The findings reinforce the necessity of embedding structured autism-specific training into ITE curricula to better equip future teachers.

Keywords: Inclusive education, Teacher education, Autistic students, Initial teacher education.

REFERENCES

[1] Graham, L. J., McCarthy, T., Killingly, C., Tancredi, H., & Poed, S. (2020). Inquiry into suspension, exclusion and expulsion processes in South Australian government schools: Final report. Brisbane: Centre for Inclusive Education QUT.

[2] Ruble, L. A., Toland, M. D., Birdwhistell, J. L., McGrew, J. H., & Usher, E. L. (2013). Preliminary study of the Autism Self-Efficacy Scale for Teachers (ASSET). Research in Autism Spectrum Disorders, 7(9), 1151-1159. https://doi.org/10.1016/j.rasd.2013.06.006

[3] Shearer, J. (2023). An explanatory mixed methods study of South Australian preservice teachers' self-efficacy and preparation for disability-inclusive education. Flinders University, College of Education, Psychology and Social Work.