Teacher Perspectives on Inclusive Education for Students with Autism Spectrum Disorder: Systematic Review (2006–2025)
DOI:
https://doi.org/10.24310/ijne.17.2026.24128Keywords:
Educational inclusion, autism spectrum disorder, teachers, inclusive education, teacher education, mainstream education, teacher perceptionsAbstract
Introduction: Teachers’ perspectives on the educational inclusion of students with Autism Spectrum Disorder (ASD) constitute a key factor in the development of effective inclusive practices in mainstream educational settings. This study aims to analyze the current state of international scientific research regarding teachers’ perceptions, barriers, competencies, experiences, and training needs related to the educational inclusion of students with ASD. Methodology: A systematic literature review was conducted following PRISMA guidelines through searches in Web of Science, Scopus, ScienceDirect, and Google Scholar. Studies published between 2001 and 2025 were analyzed using previously established inclusion and exclusion criteria. The final corpus consisted of 43 scientific articles. Data were organized through an analytical matrix and examined using qualitative thematic analysis. Results: Findings reveal generally favorable teacher attitudes toward the educational inclusion of students with ASD, although these perceptions are conditioned by barriers related to insufficient training, limited resources, lack of support, and organizational constraints. A positive relationship was also identified between specialized training, teacher self-efficacy, and more favorable inclusive attitudes. Discussion and conclusions: The findings highlight the need to strengthen teacher training, increase school support systems, and consolidate inclusive institutional cultures capable of providing educational responses better adjusted to classroom diversity.
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