Teachers'Experiences when Encouraging Social Interaction in Children with Autism Spectrum Disorder (ASD) in Mainstream Schools. A Case Study in the Czech Republic

Abstract

The rights of students with AS I) to enter mainstream settings have been strongly advocated. However, past research has shown that inclusion might prove challenging for them, leading to isolation from mainstream peers. This study focuses on how the interviewee-teachers in the Czech Republic operate to provide opportunities for meaningful anil sustainable social inclusion for learners with ASD. What knowledge they share to help these students socialize, and how they respond to challenges. In this study, two different approaches providing skills and techniques to develop genuine social interaction are considered. Firstly, the individually-based approach, where the student is taught how to develop social skills. Secondly, the child-to-child approach which aims to give guidance to classmates. This is a case- study in two urban primary schools in Prague. Five teachers were selected using a convenience sampling strategy within the purposeful sampling. Semi-structured interviews with open-ended questions, participant observations ami field-notes were used to combine multiple sources when collecting data. The research questions evolved as the study progressed. Tlie data verifies that in general interviewee- teachers recognise benefits in social interaction. They see positive advances in both the individual's...

The rights of students with AS I) to enter mainstream settings have been strongly advocated. However, past research has shown that inclusion might prove challenging for them, leading to isolation from mainstream peers. This study focuses on how the interviewee-teachers in the Czech Republic operate to provide opportunities for meaningful anil sustainable social inclusion for learners with ASD. What knowledge they share to help these students socialize, and how they respond to challenges. In this study, two different approaches providing skills and techniques to develop genuine social interaction are considered. Firstly, the individually-based approach, where the student is taught how to develop social skills. Secondly, the child-to-child approach which aims to give guidance to classmates. This is a case- study in two urban primary schools in Prague. Five teachers were selected using a convenience sampling strategy within the purposeful sampling. Semi-structured interviews with open-ended questions, participant observations ami field-notes were used to combine multiple sources when collecting data. The research questions evolved as the study progressed. Tlie data verifies that in general interviewee- teachers recognise benefits in social interaction. They see positive advances in both the individual's...