Should Lecturers be willing to Teach High-functioning Autistic Students: What do They Need to Know?

Abstract

Academic institutions are currently developing special programs based on the belief that the overall success of universities relies on the integration of diverse population groups. This study investigates the role of the organizational support to lecturers to facilitate the integration of students with high-functioning autism (HFA). A questionnaire was developed and completed by 103 lecturers to examine their attitudes on the best methods for integrating students with HFA in higher education. Both regression and path analysis were performed. The findings show that the university’s support is the main factor that influences instructors’ beliefs on the best method of integration, either by creating a tolerant atmosphere in the institution or using specially developed teaching methods. Lecturers' positive emotional responses and desire to be familiar with and involved with HFA students influence lecturers’ ability to provide effective support to students with HFA.