Inadequate knowledge can lead to misconceptions

The gap

Evidence profile

Sourced from the stated challenges and recommendations and stated research gap of the source papers, classified as general, drawn from work published between 1985 and 2026, spanning 3 journals. Those papers have been cited 92 times in total.

Supporting evidence — 3 representative gaps

• Teachers’ knowledge and attitudes toward inclusive education for children with autism in mainstream schools (2025) · Frontiers in Education · cited 17× · doi

  Inadequate knowledge can lead to misconceptions and resistance toward integrating students with ASD. There are significant gaps in more nuanced or applied knowledge among teachers. The study revealed certain weaknesses in foundational knowledge areas, particularly in understanding the neurological nature of autism and the structured use of tools such as Individualized Education Plans (IEPs).

  generalstated challenges
  Keywords: inadequate knowledge lead misconceptions resistance toward integrating students
• EXPERIENCES OF TEACHERS AND PARENTS IN A TEACCH-BASED SUPPORT PROGRAM FOR CHILDREN WITH AUTISM SPECTRUM DISORDER (2026) · Journal of Social Sciences Development · doi

  The professional development opportunities should be provided to mainstream school teachers. It should be focused on modification of classroom environments, inclusive approaches to classroom learning, and learning of real-world information about the autism spectrum disorder. Parents must also be grouped into regular training programs to improve their knowledge of the ASD, behavior management techniques, and the use of visual and sensory supports within their homes. It demands organized communication networks, such as weekly plans and joint progress notes, to guarantee uniformity between school and home practice. In addition to increasing inclusive infrastructure and assistive technologies, policymakers should consider adding ASD-oriented courses to teacher education programs. REFERENCES American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th Ed., Text Rev.). https://doi.org/10.1176/appi.books.9780890425787. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2), 77-101. https://doi.org/10.1191/1478088706qp063oa. Carrera, M., Alvarez, A., & Ruiz, J. (2023). Building the inclusive practices through parental collaboration in autism education. International Journal of Special Education, 38 (4), 561– 574. Cervera, P., Andrés, M., & Cerezuela, G. (2018). The effectiveness of TEACCH intervention in autism spectrum disorder: A review study. Papeles Del Psicólogo, 39: 40-50. Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approach (6th ed.). Sage. Feghang, M. M. D. (2025). The teachers’ awareness and stigma reduction in autism education across the developing countries. The Journal of Educational Research in Psychology, 11 (3), 210– 229. Gao, X., & Drani, S. (2024). Parent-implemented interventions in Chinese families of children with autism spectrum disorder. Humanities & Social Sciences Communications, 11, 196. https:// doi.org/10.1057/s41599-024-02710-5. Hajri, M., Abbes, Z., & Yahia, H. (2022). Cognitive deficits in children with autism spectrum disorders: Toward an integrative approach combining the social and non-social cognition. Frontiers in Psychiatry; 13: 917121. Journal of Social Sciences Development, Volume 05, Issue 01, MARCH, 2026 109 Shoqat & Munir … Experiences Of Teachers Hebel, O. & Persitz, S. (2014). Parental involvement in the individual educational program for Israeli students with disabilities. The International Journal of Special Education, 29 (3), 58- 68. Hornby, G. (2011). Parental involvement in childhood education: Building effective school family partnerships. Springer. Hosseinpour, Z., Fatima, N., & Bibi, S. (2024). Parental experiences and teacher readiness in inclusive Pakistani schools.

  generalrecommendationsevidence 5/5
  Keywords: education autism journal inclusive spectrum parental social school teachers disorder https psychology development classroom learning
• Increasing Opportunities for Social Control by Children with Autism and Severe Handicaps: Effects on Student Behavior and Perceived Classroom Climate (1985) · Research and Practice for Persons with Severe Disabilities · cited 75× · doi

  There is a need to design therapeutic social environments for children with severe social/communicative handicaps. Prior work has focused on assessment and curriculum development methods for students with social and communicative skills, but there is a gap in the literature on increasing opportunities for students with autism and severe handicaps to exercise control over aspects of instructional interactions.

  generalstated research gapevidence 5/5
  Keywords: there need design therapeutic social environments children severe

Questions about this gap