Attitudes of students and teaching staff regarding the integration of high functioning autistic students in the higher education system in Israel

The present study investigates the attitudes of groups of students and teachers towards the integration of students who are in the high-functioning area of the autistic spectrum. There are academic institutions geared to help these students and attach them to programs based on the belief that the success of an academic program requires the integration of populations from different backgrounds; one of the key factors for the success of the program is the staff, and another is the students. These two factors participate in creating a supportive learning atmosphere, which is the key to success Hence, this study observes the attitudes of faculty members (teachers) and students towards students with high functioning autism, examining their contribution to the success of the program, in terms of social and educational climate and in terms of this unique and challenging population’s ability to independently perform in an academic environment. The issue of integrating students with autism into higher education informs the subject of integration in general, and therefore the attitudes of those taking part in the integration are key to its success. The findings may contribute to building intervention programs for the other key factors that take part in academic teaching: both in terms of the academic staff and in terms of the students, and knowing when these two factors are critical, especially with this unique student population.