Charity N. Onyishi, Maximus Monaheng Sefotho
Introduction Autistic learners are significantly more likely than their peers to experience prejudice, discrimination, and exclusion within mainstream educational settings. Teachers generally report insufficient training to support autistic learners, and often fear that autistic learners and/or peers may not thrive in inclusive classroom settings. Questions regarding how misconceptions and prejudices about autism influence teachers’ dispositions toward mainstreaming autistic learners are yet under-explored within the Nigerian context. This study investigated the links between teachers’ prejudices about autism and their opinions regarding mainstreaming autistic learners. Methods The study adopted a quantitative, predictive research design. Data were collected using the Modern and Classical Prejudices Scale (MCPS) and the Autism Inclusion Questionnaire for Teachers (AIQT) from 1,167 teachers. Descriptive statistics, Bayesian correlation, regression analysis, and hierarchical multiple regression were employed to analyze data. Results Results revealed considerable levels of modern and classical prejudices, alongside moderately negative opinions regarding autistic learners’ mainstreaming. Both classical and modern prejudice significantly predicted dimensions of teachers’ opinions, including core opinions, outcome expectations, and perceived impacts of mainstreaming. Among the explored demographics, teaching experience predicted opinion and moderated the relationship between prejudice and opinions. Discussion The findings suggest that prejudice substantially shapes teachers’ disposition for inclusion and constitutes a significant barrier to autistic learners’ mainstreaming. The study highlights the need for targeted teacher training and inclusive educational interventions for reducing prejudice and promoting more supportive educational environments for autistic learners. Overall, the study contributes to ongoing global discussions on inclusive education.