Inclusive Education for Children with Autism Spectrum Disorder Teachers Preparedness, Challenges, and Best Practices

Abstract

Background: Inclusive education of children with Autism Spectrum Disorder (ASD) demands that teachers be effectively prepared and supported in the use of instructional practices. But we know that many teachers struggle to provide the kind of inclusive education we want. Aim: The purpose of this investigation was to explore the interconnections between teachers’ preparedness, perceived challenges, and best practices in inclusive practices for children with ASD. It also investigated the moderating influence of teaching experience and the mediating effect of perceived challenges on these relationships. Method: The study was based on a cross-sectional survey of 200 teachers who were working in public and private schools. Attendees filled out standardized questionnaires assessing their readiness to teach children with ASD, perceived rewards, and best practice implementation. Statistical analyses including descriptive statistics, Pearson correlations, multiple regression, moderation, and mediated moderation tests were carried out. Results: Results showed that leaches’ preparedness predicted the use of best practices, while perceived barriers negatively affected both preparedness and the safe practice itself. Teaching experience moderated the relationship between preparedness and best practice, with preparedness being more strongly associated with best practice as teacher experience increased. Perceived barriers also partially mediated the relationship between preparedness and best practices and that mediation was further moderated by teaching experience. The resultant model accounted for 45% of variance in the utilization of best practices. Conclusion: The paper emphasizes the important influence of teacher competence and experience on the successful inclusion of children with ASD. It also further highlights the importance to address systemic issues that hinder teachers’ ability to put best practices into motion. Improved training programs and reduction of barriers can change inclusive education outcomes.