Limited research exists on special education teachers (SETs) of students with intellectual disability (ID), developmental delay (DD), and/or autism spectrum disorder (ASD), their intent to leave or st

The gap

Consensus across the literature

Supporting evidence — 5 representative gaps

• EXPERIENCES OF TEACHERS AND PARENTS IN A TEACCH-BASED SUPPORT PROGRAM FOR CHILDREN WITH AUTISM SPECTRUM DISORDER (2026) · 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. Pakistan Journal of Education and Society, 9 (1), 33–49 Ince

  Keywords: education autism journal inclusive spectrum parental social school teachers disorder https psychology development classroom learning
• The teacher-student relationship: A comparative study of the report of students with autism spectrum disorder and typical development (2023) · doi

  Even though students with autism spectrum disorder (ASD) experience more educational difficulties, the TSR in ASD students has been understudied, and there is a significant empirical gap in the perception that ASD adolescent students themselves have of their relationships with their teachers.

  Keywords: students even though autism spectrum disorder experience educational difficulties understudied there significant empirical perception adolescent
• A Comparison of Autism-Specific Training Outcomes for Teachers and Paraeducators (2019) · doi

  Though there are standards to identify the expectations for educating students with autism in the inclusive classroom, GE teachers and paraeducators report limited knowledge and self-efficacy in supporting students with autism, and both indicate a need for more formal training in autism.

  Keywords: autism students though there standards identify expectations educating inclusive classroom teachers paraeducators report limited knowledge
• Weak central coherence is a syndrome of autism spectrum disorder during teacher–learner task instructions (2020) · doi

  Background: Whilst it is known that weak central coherence (WCC) and global information processing (GIP) challenges contribute to teacher–learner task instruction challenges in learners with autism spectrum disorder (ASD), there are limited data on how teachers in inclusive classrooms respond.

  Keywords: challenges background whilst known weak central coherence global information processing contribute teacher learner task instruction
• Career Intent Factors of Special Education Teachers Serving Students With Intellectual Disability, Developmental Delay, and Autism Spectrum Disorder (2022) · doi

  Limited research exists on special education teachers (SETs) of students with intellectual disability (ID), developmental delay (DD), and/or autism spectrum disorder (ASD), their intent to leave or stay in the teaching profession, and the working conditions impacting those decisions.

  Keywords: limited exists special education teachers sets students intellectual disability developmental delay autism spectrum disorder intent