Exploring the Attitudes of School Staff towards the Role of Autism Classes in Inclusive Education for Autistic Students: A Qualitative Study in Irish Primary Schools

Reviewer 1: In section 2.4 some ethical considerations that are appropriate are indicated.

However, does the research have the endorsement of an ethics committee?

If so, it should be specified.

Clarification of institutional ethical review and approval was included in section 2.4 on page 7. The added text was highlighted for clarity.

Reviewer 1: "2.5. Limitation" should be moved towards the end of the discussion.

This was moved to the end of the discussion on page 15 of the manuscript

Reviewer 1: Of the twelve participants, how many were special class teachers, how many mainstream class teachers, and how many principals?

I believe that this information is necessary to provide it.

This information is included in detail in the section of the methods section with addresses participants and sampling in this study.

Reviewer 1: 4. Practical implications.

At least some of the possible practical implications of the research should be specified. For example, in the field of initial and continuing teacher training; educational practices regarding the coordination between MCT and SCT, etc.

Please see revised conclusion section for changes highlighted to indicate how this suggestion has been addressed.

Reviewer 2: The tittle is too long, maybe the authors could come up with a shorter version of it. 

This has been shortened.

Reviewer 2:. More recent references could be added to the manuscript (https://doi.org/10.1007/s12564-022-09763-8, https://doi.org/10.1007/s10864-023-09510-y, https://doi.org/10.3390/su14052986, https://doi.org/10.1111/chso.12763

Reference to some of these articles has been made. See reference section for included articles,

Reviewer 3 It is an overly generic objective.  It is recommended to specify the research question.  

A new title has been included which is shorter and more concise.

Reviewer 3 The sampling and selection procedure is difficult to justify as intentional stratified sampling, while trying to identify it as random. The sample is very small.  There are 20 schools with special classes for children with autism but the sample is only 12 participants. What has the stratification procedure consisted of?

The sampling approach has been clarified between p4 line 182 and pg 6 line 283. The participants voluntarily self selected to participate in the study and the groups of participants have been clarified. The recruitment process has also be clarified within this highlighted text.  

Reviewer 3: 12 participants were interviewed. The characteristics of the participants are not detailed. So then it is not possible to make contrasts of answers based on the supposed strata of belonging.

A table has been included which outlines the details of the participants cohorts, their roles, and the schools they were associated with (Table 1).

Reviewer 3: The procedure for data collection using interviews is not sufficiently described. Data collection and storage procedures, start and end dates of data collection, iterative and triangulation of sources followed (not generically), where appropriate, modifications made to data collection procedures as a result of the evolution of the findings of the study, description of the questions asked to the participants,  ...

Data collection procedures are clarified in the highlighted text on page 6 between lines 246 – 252. The data collection start and end data is also specified. Information regarding piloting of the interviews is also specified in this section, and interview frameworks used are included in the manuscript appendix.

Reviewer 3: The description of the process proposed by Braun and Clarke seems unnecessary. It could be justified if it describes the peculiarities of the procedure followed by the authors, but not as a theoretical exposition. 

The description of how Braun & Clarke’s framework has been augmented to outline how it was used in this study, with additional figures (1 &2) added to give examples of coding and the development of themes. This is highlighted in yellow in section 2.4 on page 6.

Reviewer 3: There is no specific treatment of how the reliability and credibility of the data is ensured in this work. There is a generic and theoretical exposition that is not justified in a research article

Section 2.5 on page 7 has been augmented to add specific detail relevant to this comment.

Reviewer 3:      The sample is very small, 12 teacher interviews. It is not possible to draw conclusions about the Irish education system.

This paper does not aim to draw conclusion about the Irish Education System. It merely present research which shares the views from across a subset of differing school staff grades regarding the role of designated autism classes within mainstream school. I hope the revised text makes this more clear.

Reviewer 4: Title Assessment: The title of the article is informative and clearly states the topic of the study. It indicates that the research explores the attitudes of school staff toward Autism Classes' role in promoting inclusion for Autistic students in Irish Primary Schools. However, the title can be improved by providing a more concise and focused representation of the study's main objective.

This suggestion was taken on board and the title of the article reduced to read as follows:

“Exploring the Attitudes of School Staff Towards the Role of Autism Classes in Inclusive Education for Autistic Students: A Qualitative Study in Irish Primary Schools”

Reviewer 4: Abstract:

a. Begin with a concise introductory sentence providing the study's focus and significance.

b. Specify the total number of participants and the type of schools they represent for transparency.

c. Clearly state the main findings without excessive detail.

d. Consider mentioning any implications or recommendations resulting from the study.

- General Language: Check for any typographical errors, grammatical issues, or ambiguous statements that could be clarified.

- Conciseness: Aim to condense the abstract while maintaining clarity and coherence. Avoid repetitive statements and focus on conveying the essential aspects of the study

Abstract has been reviewed in an attempt to condense while maintaining clarity and coherence. Avoidance of repetitive statements has been adhered to where possible and general language has been reviewed, including ambiguous statements and typographical errors.

While areas that may be of further interest are mentioned, there is further clarity on these.

Reviewer 4: Introduction

Conciseness: Condense the introduction by removing redundant phrases and unnecessary repetitions to improve readability.

·         Objectives: Explicitly state the objectives of the study in a separate paragraph to clearly outline what the research aims to achieve.

·         Cohesion: Ensure smooth transitions between paragraphs to maintain a coherent flow of ideas.

·         Policy Impact: Provide more specific examples or data on how policy changes have influenced educational provision for Autistic pupils in mainstream schools.

·         Clarity on the Research Gap: Clearly state the research gap that the study aims to address to establish the study's significance.

·         Research Questions: Present the research questions separately in a bullet-point format to make them easily identifiable.

·         Clarity on "Domestication": Provide a brief explanation of "domestication" and its relevance to the study.

·         Inclusive Education: Clarify how inclusive education is currently defined and perceived in the Irish education system.

·         Teacher Attitudes: Elaborate on the previous studies that have explored teacher attitudes toward inclusive education and how this study contributes to the existing literature.

Introduction has been reread and condensed where possible, without affecting the overall reading of the section.

New paragraph for aims which have been clarified, followed by the research questions of the study. Research questions in bullet point list

Given the reasonably tight word count requirements and the existing comprehensive outline of the impacts of the EPSEN act, the New funding allocation model, and the Department of Education Inspectorate report regarding detailed implications of how schools are implementing these previously referenced policy and funding models, the author suggest that the implications of the special class model on educational provision is adequately addressed within the available wordcount.

A brief sentence is provided in order to link domestication with the study. 

Clarity given on the inclusive education definition in Ireland.

A range of studies and links to meta-analyses were referenced in the manuscript. More recent studies have been added to reference here. More detail has been added to highlight the key points from these previously referenced literature studies and more elaboration has been added regarding where the current study add to this extant literature. See highlighted sections on page 6 for details (lines 156-170).

Reviewer 4: Methods

Rationale for Participants: Include a rationale for choosing special class teachers, mainstream class teachers, and principals as participants, highlighting the importance of their perspectives in understanding the role of special classes in supporting inclusion.

·         Participant Selection: Clarify the criteria used for selecting the 12 participants through purposive stratified sampling. Provide details on how the participants were stratified based on their roles and experiences.

·         Data Collection: Explain why semi-structured interviews were chosen as the most appropriate data collection method and how they allow the researcher to elicit in-depth information from participants.

·         Pilot Interviews: Briefly discuss the specific changes made to address evident pre-trial bias after conducting the pilot interviews.

·         Data Analysis: Elaborate on how the Braun and Clarke's Six Phase Framework was applied in this study, providing examples of how themes were derived and defined.

·         Data Trustworthiness: Provide more details on how thick and rich description and data triangulation were employed to enhance the credibility of the research.

·         Research Value: Highlight the significance of qualitative research in exploring complex educational phenomena, especially when seeking in-depth perspectives from key stakeholders.

Rationale has been provided for the selection of participants within this research.

More clarity is given on the inclusion criteria for selection of participants.

A clearer explanation of the use of semi-structured interviews is provided

Example given of how bias led some of the questions and the rewording that followed

Examples of coding from early stage analysis given, with a direction to the resulting overall themes as seen in table 2 within the article.

Some extra detail is provided regarding the use of thick and rick description and data triangulation to enhance the credibility of the research.

More detail is given on the significance of qualitative research in understanding educational phenomena

Reviewer 4: Findings

Theme Presentation: While the themes are presented in Table 2, it would be beneficial to provide a brief introduction to each theme in the text before delving into the findings. This will help readers understand the context and focus of each theme.

·         Clarity of Findings: In some instances, the findings are presented in a narrative format, which might make it challenging for readers to extract key points efficiently. Consider organizing the findings in a more structured and concise manner.

·         Linking Themes: Where applicable, consider connecting the findings across themes to highlight any overlaps or contradictions in participants' perspectives. This will provide a more holistic view of the research findings.

·         Interpretation of Quotes: In some instances, it would be helpful to provide more interpretation or analysis of the participant quotes to contextualize their relevance to the study's objectives.

·         Visual Aids: Consider incorporating visual aids such as graphs, charts, or tables to present quantitative data or summarize complex information concisely.

·         Comparative Analysis: As the study involved different participant groups (e.g., SCTs, MCTs, principals), consider conducting a comparative analysis of their responses to highlight potential differences or commonalities in their perspectives.

Brief explanation of each theme given within the table

Interpretations of quotes have been refined in order to support greater clarity.

Visual aids were not deemed to be necessary within this research in order to support the understanding of findings.

Within the scope of this article, there is insufficient space to conduct a comparative analysis. This could provide an avenue for further study within the same topic in the future.

Reviewer 4: Discussion

Linking Discussion to Research Objectives: The discussion should explicitly relate the findings to the research objectives stated in the introduction. By doing so, readers can understand how the results answer the research questions and contribute to the existing body of knowledge.

·         Practical Implications and Recommendations: The discussion would be more robust if it includes practical implications and actionable recommendations based on the research findings. These suggestions could be directed towards policymakers, school administrators, and educators, aiming to improve the implementation of inclusive practices and support systems for autistic pupils.

·         Future Research Directions: The discussion should identify potential avenues for future research to build upon the current study. By suggesting further investigations, the authors can inspire other researchers to address the gaps in the field and advance knowledge.

·         Tone and Objectivity: The authors should maintain an objective and scholarly tone throughout the discussion. Avoid using subjective language or personal opinions; instead, rely on the data and evidence to support the arguments.

The research objectives have been more clearly stated at the start of this section and it is felt that the subheadings within this section adequately align with these.

While it is felt that some implications were already mentioned, an effort has been made to clarify these and strengthen their appearance within the section.

Some discussion points were previously included regarding further research. Clarity has been given regarding these where possible.

A more objective and balanced tone has been included within how this study is discussed and how the results are interpreted .

Reviewer 4: Conclusion

Clarity and Conciseness: The conclusions are quite lengthy and could benefit from being more concise. To enhance clarity, the authors should distill the main points and avoid repeating information already mentioned in the discussion section.

·         Clear Articulation of Findings: The authors should clearly articulate the main findings of the study in the conclusions. By restating the key results, readers can quickly grasp the central takeaways from the research.

·         Addressing Research Objectives: The conclusions should explicitly address the research objectives outlined in the introduction. By summarizing how the study answered these objectives, the authors can demonstrate the significance of their work.

Reviewed in order to address clarity and conciseness.

Key findings restated in order to grasp central takeaways from reserach

Research objectives are clearly linked to conclusions to demonstrate the significance of work.