Inclusion of Students with Autism from Integration Aides’ Perspective: Characteristics and Challenges

Integrating students with high-functioning autism is a complicated process, influenced by various factors, among them, the integration aides’ perceptions and feelings about the process itself and the relationship with the student. The professional literature indicates necessary conditions for an effective integration process such as: availability of professional employees to assist teachers in implementing integration, counseling and training, built-in time frames for multi-professional meeting, creating intervention programs and adjusting the educational environment to special needs (Simpson, Boer-Ott, & Smith- Myles, 2003). This study examines the experience of integrating students diagnosed with high-functioning autism, from the point of view of five integration aides in primary school. The study was carried out in the center of Israel and is based on a qualitative methodology. The interviews show that despite significant challenges, internal and autonomous motivational characteristics, such as dedication to work, diligence, perseverance, job satisfaction as well as an opportunity for growth; personal and professional development were expressed in the interviews.