Experiences of Turkish preschool teachers for including children with autism spectrum disorders: Challenges faced and methods used

Year 2020, , 37 - 49, 01.09.2020

Yeşim Güleç-aslan

https://doi.org/10.17220/ijpes.2020.02.004

Abstract

Inclusion is important for development of social-communication and all skills of children with autism spectrum disorders ASD and their participation in social life. In order to carry out a successful inclusion process, preschool teachers have crucial and fundemantal role. The purpose of this qualitative study is to explore the experiences of eight preschool teachers in Turkey. In other words, challenges faced by preschool teachers and methods used were explored. Semi-structured interviews were analyzed via inductive analysis. The findings show that the teachers experience various difficulties and use various methods, though limited, to handle these difficulties. It is expected that this research will shed light on the current practice and inspire advanced research studies. Moreover, it is predicted that research carried out in different cultures can offer cultural perspectives to the international literature.

Keywords

Autism spectrum disorder, inclusion, inductive analysis, preschool, qualitative research

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