Legislation and policy within Croatia, the Republic of North Macedonia and Poland supports the educational inclusion of children with autism; however, such inclusion is nascent in these countries. A survey of experienced teachers working directly with children with autism in both inclusive and special schools was undertaken in winter 2018–19. Five hundred and sixty questionnaires were distributed and 340 returned (61% response); after cleansing, 242 responses were analysed. Over a quarter of respondents had received no instruction regarding autism during initial teacher education; almost half had undertaken no continuing professional development on the topic. Special school teachers reported higher overall confidence, but levels remained low within a number of key domains. Teachers identified a need for appropriate teacher education regarding theory, relevant practical strategies and mentorship/supervision. Implications regarding inclusive practice and teacher education in these countries are identified.

Autism affects over 2% of the school population in England. Education has proven to be an effective intervention strategy that improves the quality of life of children with autism and their families. However, governmental austerity policies have increased disadvantage in coastal areas of England with a detrimental impact on people with disabilities. This qualitative study explored the lives of families living with autism in rural coastal England. Mothers, fathers, grandparents and young people from 21 families living with autism in West Norfolk and Cornwall shared their experience through semi-structured interviews that were conducted in early 2019. Families identified positive and negative aspects of living in these areas, including barriers preventing access to and inclusion in education. Barriers were related to poor infrastructure, sparse specialised services (resulting in diagnostic delay and difficulties), limited autism awareness, lack of trained professionals, and the impact of austerity across health, social care and education. Families’ struggles are amplified by the intersectionality of (a) autism-specific needs, (b) physical distance and small-community life related to rurality and (c) the seasonal and peripheral nature of coastal life. Access to education for children with autism in rural coastal areas of England could be improved by acknowledging and addressing the intersecting factors intensifying their marginalisation.

Niniejszy artykuł stanowi przegląd literatury dotyczącej doskonalącego kształcenia nauczycieli w zakresie zaburzeń ze spektrum autyzmu (ASD). Przeprowadzono krytyczną analizę treści artykułów na powyższy temat opublikowanych w języku angielskim w ciągu ostatnich 20 lat. Analiza została przygotowana w ramach wstępnego etapu działań podjętych w celu opracowania programu szkoleniowego dla nauczycieli w Chorwacji, Polsce i Macedonii Północnej. W rezultacie przeprowadzonej analizy stwierdzono, że dostępne materiały można podzielić na trzy grupy: literaturę opartą na prawach przysługujących beneficjentom z zaburzeniami ze spektrum autyzmu (ASD), literaturę opartą na zdiagnozowanych u nich potrzebach oraz literaturę dotyczącą konkretnych podejść terapeutyczno-edukacyjnych. W artykule omówione zostały kluczowe tematy dotyczące autyzmu prezentowane w cytowanej literaturze. Na podstawie przeprowadzonej analizy można wysnuć wniosek, że chociaż na poziomie legislacyjnym promowane jest włączenie uczniów z ASD do szkół rejonowych, nauczyciele uważają się za nieprzygotowanych i niemających wystarczających kompetencji do nauczania uczniów z ASD. W związku z powyższym istnieje pilna potrzeba przygotowania nauczycieli do pracy z uczniem z ASD oraz wyposażenia ich w strategie i umiejętności w celu zaspokojenia potrzeb uczniów w szkole inkluzywnej.

Families of children with autism and other special educational needs may often feel excluded from social activities and/or report on lack of quality family time. Some museums offer individual booking times for families outside their regular public opening hours. Such relaxed openings in museums present opportunities for families to participate in leisure activities that suit their sensory and social needs. However, further exploration of the meaning of such programs to families is needed to enhance the inclusive offer of museums. This research study evaluated the feedback and reflection of creative workshops conducted in The National Museum of Computing during its relaxed openings for families with children with autism and other special educational needs. The findings of the project highlight the benefits of the creative workshops with sensory‐friendly aspects, evidenced by the observed engagement of children and families in the activities and interpreted through data from child and parental questionnaires and facilitator reflective log.

The paper presents results of the part of international survey on teachers’ opinion on autism characteristics and specific educational approach and treatment. Research was undertaken in Poland under the auspicies of ASD-EAST project using quantitative and qualitative methods. The results showed the significant differences in teachers’ perception on autism regarding to the school settings they worked in. The strong need for special training in the field of ASD was also expressed by teachers.