ABSTRACT
This chapter presents the participants’ responses on the various identified environmental barriers, and provide strategies to mitigate them. Several teachers believed that an unpredictable school environment with numerous disruptions to students’ routines is a barrier to autistic students if they were unprepared for the change in routines. Autistic students generally have a preference for order and routine, and may often experience issues when coping with change and chaotic school environment may impede their ability to function effectively. A highly structured learning environment may also be created through the use of work systems. The lack of an inclusive environment where school community members such as teachers and teachers’ aides displayed negative attitudes and behaviours towards autistic students were identified as barriers to the well-being of autistic students from her interviews with the teachers and parents. Teachers may also be better supported to carry out inclusive practices in school.
