Culture and Inclusion
[T]hose of us committed to the ideal of inclusion also need to work more generally, across all jurisdictions, to promote cultural change among educators, parents, and peers. All too often at the moment, each of these groups can talk the language of inclusion without adhering to its value. We know that autistic students are more likely to be successfully included if school leadership is supportive (e.g. Horrocks et al., 2008; Praisner, 2003). We know too that the attitude and awareness of peers can be vital in facilitating acceptance (Tonnsen and Hahn, 2015; see also Williams et al., 2017) and that education about autism can improve these attitudes (Carter and Kennedy, 2006). Surveys show, however, that the majority of parents and teachers remain skeptical toward inclusion
