Inclusive education has become a primary educational goal in many countries that aim to end the exclusion of students with different needs. However, we still know little about the perspectives of teachers regarding the exclusion of students with different needs. Given that background, the present study used semi‐structured clinical interviews to investigate Turkish pre‐service (N = 31, mean age = 20.02 years) and in‐service (N = 23, mean age = 40.88 years) teachers' judgements and justifications related to peer exclusion of students with autism spectrum disorder (ASD) and teachers' failure to include. Findings revealed that the context of exclusion has a significant effect on whether the teachers judged typically developing students' exclusion of their peers with ASD as acceptable. Teachers evaluated peer exclusion in the academic context as less acceptable than exclusion in the play context, citing more moral concerns. Further findings and implications for teacher education are discussed.

中文翻译：

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土耳其教师对小学自闭症基于频谱的排斥的社会判断

包容性教育已成为许多国家的主要教育目标，其目的是消除排斥具有不同需求的学生。但是，对于教师对于排斥具有不同需求的学生的看法，我们仍然知之甚少。在这种背景下，本研究使用半结构化临床访谈来调查土耳其的职前（N = 31，平均年龄= 20.02岁）和在职（N = 23，平均年龄= 40.88岁）教师的判断和理由。与自闭症谱系障碍（ASD）学生的同伴排斥和教师未能包括在内。研究结果表明，排斥的情境对教师是否判断通常发展学生排斥与ASD的同伴的接受程度有重大影响。老师认为，在学术环境中，同伴排斥比在游戏环境中被排斥更不可接受，理由是更多的道德问题。讨论了进一步的发现和对教师教育的影响。