Teaching Students with Autism Spectrum Disorder in Inclusive Schools: A Qualitative Study of Teachers’ Perceptions and Experiences in the Kingdom of Saudi Arabia
DOI:
https://doi.org/10.53285/artsep.v7i4.2979Keywords:
Autism Spectrum Disorde, inclusive education, general education teachers, instructional strategies, supportive services, qualitative research, grounded theory.Abstract
This study aims to explore general public education teachers’ perceptions and experiences regarding the teaching of students with Autism Spectrum Disorder (ASD) in inclusive schools in the Kingdom of Saudi Arabia. The purpose is to understand the instructional strategies employed, the challenges faced by teachers, and the supportive services available to them. A qualitative methodology was adopted, using grounded theory for data analysis. Data were collected through semi-structured interviews with three teachers working in public and private elementary and intermediate schools. The data underwent open, axial, and selective coding to construct major thematic categories. The findings revealed four central categories: knowledge of ASD, instructional strategies in inclusive classrooms, barriers to inclusion, and the services and support provided to teachers. The results also indicated that limited knowledge and insufficient support services posed major challenges, whereas prior experience, training, and collaboration with special education teachers contributed to the development of more effective teaching practices. The study emphasizes the need to strengthen in-service training programs and provide supportive resources that enable teachers to achieve effective inclusion.
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