Teachers’ Lived Experiences on Including Young Children With Autism: A Narrative Inquiry

Abstract

This dissertation comprises an inquiry of early childhood educators who are teachers of children with autism in regular preschools. I have explored the stories of teachers concerning how they have been educating one or more children with autism with other students who do not have autism in the same mixed and inclusive classroom. The study explored current teaching practices, perceptions on including children with autism in the regular classroom, and the challenges and coping strategies of teachers who have been following the early childhood education curriculum provided by the Curriculum Development Centre (CDC), Bhaktapur. The purpose of this study was to explore the educational experiences of 5 teachers while educating children with autism spectrum disorder in regular classrooms, focusing on academic and behavioural aspect. A narrative inquiry method was used; in-depth interviews were arranged with the teachers, and classroom observations were undertaken at five different pre-schools in the Kathmandu Valley. All the interviews, my personal reflections, observations and field notes, and the teachers' reflections on how they created meaning from particular incidents and experiences, were recorded and transcribed. The data were coded, categorized, and thematised, and then analysed through various theoretical lenses - such as the theory of autism, the theory of inclusive special education, and social constructivism. The research findings revealed that early childhood educators are following different pedagogical and multi-dimensional approaches to try to make classrooms more inclusive. The teachers’ own ideas, opinions and concepts about education, their memorable moments, and how they perceive autism influences their inclusion and teaching experiences. The findings demonstrate the current educational scenario of educating early grades inside the Kathmandu valley of Nepal. They also reveal the positive changes on the children’s behaviour and learning when students study in the same mixed classroom whether they are autistic or not. However, the lack of awareness on autism amongst teaching and all school support staff, the emotional roller coaster experienced by the participant teachers, poor access to professional development, and parents negative and unsupportive attitudes are identified as key challenges to the promotion of inclusivity in the classroom. Despite the dire need for both technical and emotional support, the teachers who participated in this study are currently, largely on their own, coping with the required extra pedagogic preparations, building a more positive in-school collaborative environment, applying student-centric pedagogical interventions, and attempting to maintain mental balance and well-being in the school and at home. One of the main implications of the findings is the strong recommendation that all teachers and support staff require further professional development and mentoring on autism and inclusive education practices - this was suggested by all the teacher participants for the betterment of children with and without autism. The study compellingly identified that our current educational policy and practice needs more resourceful and skilful teachers when including children with autism in regular classrooms. In conclusion, including young children with autism in inclusive classrooms revealed positive changes in terms of effective classroom management and results for both teaching and learning if practices followed a student centric classroom, if positive teachers’ support was provided, if all stakeholders were engaged, if attitudes were gently and gradually changed, and if responsible advice on mental well-being was provided.