Barriers and enablers of inclusion for young autistic learners: lessons from the Polish experiences of teachers and related professionals

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Hersh, M. & Elley, S. (2019). Barriers and enablers of inclusion for young autistic learners: lessons from the Polish experiences of teachers and related professionals. Advances in Autism, 5(2), 117-130. https://doi.org/10.1108/aia-06-2018-0021

Publication date: 21 Mar 2019 Added to AutiHub: 29 Aug 2026 Type: Article Article language: English
Publisher source (DOI) Full text OpenAlex source

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Authors

Publication authors
2
Publication authors identified as autistic
1 / 2 (50.0%)
  1. Marion Hersh *
  2. Sharon Elley

Abstract

Purpose The purpose of this paper is to present new empirical data on the experiences of 120 teachers and professionals working with autistic children and young people across different settings in Poland where autism research on inclusive education is scarce. It explores the relationship of inclusive education to the social and neurodiversity models of disability. It makes evidence-based recommendations for good practice and modelling and evaluating future education and inclusion practices. Design/methodology/approach It uses a survey approach involving a combination of qualitative and quantitative data collection and embeds practical findings in theory, including the relationship of inclusive education to the social and neurodiversity models of disability. Findings The findings include the barriers teachers and related professionals experience in facilitating inclusive teaching and learning and how the following would be useful to autistic students: opportunities to exercise responsibilities and take leadership roles; social as well as educational inclusion; provision of a safe environment; regular funded autism training in work time; and appropriate use of additional classroom teachers. Research limitations/implications A survey-based approach has limitations. Practical implications Opportunities to exercise responsibilities and take leadership roles; social as well as educational inclusion; provision of a safe environment; regular funded autism training in work time; and appropriate use of additional classroom teachers. Social implications This study can be useful in the development of social skills and communication, social and educational inclusion. Originality/value Polish teachers’ attitudes, experiences and support needs, including some previously overlooked issues, are related to the broader international context beyond Poland. Analysis of the findings is used to derive evidence-based recommendations for good practice and modelling, and evaluating future education and inclusion practices.

Bibliography cited by this reference

Cited references are imported from external metadata sources when they are available. The list may be partial.

Cited bibliography overview

These indicators describe the bibliography cited by this publication. An author name is counted each time it appears in one cited reference, so the same person can be counted more than once. Names not yet linked to an author already present in AutiHub are treated as unknown, not as non-autistic. Last computed: 12 Sep 2026 01:04.

Cited references
44
With a DOI
25
Without a DOI, from raw bibliography text
18
1 / 44 (2.3%) cited references include at least one author identified as autistic.
References with data to complete
15 / 44 (34.1%)
References with detected author names
29 / 44 (65.9%)
Without detected author names
15
Without a structured title
10
Without a stable identifier
16
References with raw author names still to review
10
References with external metadata lookup issues
2
These indicators apply to cited references displayed on this page, after technical duplicates have been merged. A reference without a DOI can still support author statistics when a title and author names are available.
Author names detected in the cited bibliography
69
From DOI or external metadata
69
From validated raw bibliography text
0
Raw names already validated
0
Raw names still to review
11
3 / 69 (4.3%) names are linked to an author already present in AutiHub. 66 / 69 (95.7%) names are not yet linked.
Names linked to a person identified as autistic
1 / 69 (1.4%)
Calculated across all author names detected in the cited bibliography. Among names linked to an author already present in AutiHub: 1 / 3 (33.3%). Distinct people identified as autistic: 1 / 68 (1.5%).
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