Leadership and Monitoring Practices for the Inclusion of Students with Autism in Mainstream Primary Schools: A Mixed-Methods Study from Israel with International Perspectives

Abstract

The inclusion of students with Autism Spectrum Disorder (ASD) in mainstream primary schools presents both promising opportunities and persistent challenges for educators and school leaders. This study investigates how principals and teachers in Israel promote effective inclusion through leadership strategies, monitoring mechanisms, and pedagogical practices, while situating the findings within international perspectives. A mixed-methods design was employed, combining semi-structured interviews with principals, teachers, and aides (qualitative component) and structured surveys measuring perceptions of inclusion efficacy and monitoring frequency (quantitative component). The sample included 10 principals, 30 teachers, and 10 aides from diverse primary schools across Israel. Findings revealed critical challenges—limited training, insufficient monitoring tools, and resource constraints—but also highlighted successful practices such as individualized education programs, structured social-emotional learning (SEL), and assistive technology integration. Comparative insights from Finland, Canada, and the United Kingdom emphasized the role of sustained professional development, systematic monitoring, and collaborative leadership in achieving effective inclusion. The study concludes that sustainable inclusion for students with autism depends on strengthening pedagogical leadership, embedding structured monitoring systems, and investing in ongoing professional learning. These findings contribute to a deeper understanding of inclusive education by linking leadership, monitoring, and teacher development to the broader goal of equity and participation for all learners.