Abstract

Given the increasing numbers of students identified with autism spectrum disorders (ASD), more students with ASD are being fully included in general education classrooms. Teachers’ sense of self-efficacy impacts their performance and their ability to meet students’ needs, but little research has investigated how general education teachers perceive their abilities and capabilities when working with students with ASD. The current research study investigates general education teachers’ perceptions of their ability to effectively meet the needs of students with ASD through a mixed-method approach. Results indicate that general education teachers were fairly confident in their ability to design instruction and manage the classroom but were less confident in student engagement when working with students with ASD. Coded findings also reveal that general education teachers who work with students with ASD may not understand students’ individual needs, support, and classroom expectations. Implications regarding the teachers’ beliefs and future directions requested are discussed.