Studien undersökte och jämförde rektorers, lärares och elevhälsovårdspersonals sociala representationer (SR) om inkludering av elever med diagnos inom autismspektrum (Asperger). Svensk skolpersonal inbjöds att anonymt besvara en webbaserad enkät (N = 229). En associationsstudie genomfördes för att samla in data. Representationernas innehåll och struktur utforskades med hjälp av teorin om sociala representationer. Våra resultat tyder på att rektorer främst fokuserade inkludering på organisatorisk och strukturell nivå. Personal från elevhälsan betonade utbildningsstrategier, struktur och rutiner samt elevens behov och individuella potential. Lärare lyfte fram den egna interaktionen som den viktigaste aspekten och upplevde i större utsträckning än övriga tillfrågade grupper inkludering som en börda. Teorin om sociala representationer ger en unik möjlighet beforska och ta fram program som syftar till att främja inkludering.

The current study examined and compared the social representations (SR) concerning the inclusion of students with Asperger diagnosis (AS) among principals, school health professionals, and teachers. Swedish school staff were invited to anonymously answer a web-based questionnaire (N=229). An association task was conducted to obtain data on principals, school health professionals and teachers’ of inclusion of students with AS. The content and structure of the SRs were explored by using the theoretical framework of social representation theory. Our results suggest that principals were mainly concerned with the organization and structural level of inclusion. School health professionals emphasized educational strategies, structure and routines and, students’ needs and their individual potentials whereas teachers refer to their own interaction as the most important aspect and more often than other staff referred to a burden. Social representation methodology offers unique opportunities for research as well as for applications aiming to promote inclusion.