Requirements of Inclusive Education for Children with Autism Spectrum Disorder and its expected outcomes: Female Kindergarten Teachers’ Point of View

The current study seeks to explore female kindergarten teachers’ point of view on the requirements of inclusive education for children with Autism Spectrum Disorders (ASD) and its expected outcomes on them and their peers. The researcher developed an online questionnaire according to the well-known scientific method. This instrument consisted of three dimensions including inclusive education requirements for children with ASD in kindergarten, expected outcomes from inclusive education for children with ASD, and expected outcomes from inclusive education for peers of children with ASD. Statistical analysis revealed that kindergarten teachers highly confirmed the importance of all requirements for successful inclusive education for children with ASD, and they expected positive outcomes from inclusive education process for both children with ASD and their peers in kindergarten. There were significant statistical differences in teachers’ point of views according to some variables on some of the instrument’s dimensions. The results persuade policy makers to secure an inclusive environment for children with disabilities generally and for children with ASD specifically. This can be achieved by considering teachers’ opinion as they are the key factor to ensure such successful educational practice.