Volume 3, Issue 187 (9-2025)
J Except Educ 1404, __(187): 107-107 |
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salehi P. Identifying the performance of students with autism spectrum
disorder in three fields of interaction, behavior and learning,
the challenges in their classrooms and the solutions from the
teachers' point of view. J Except Educ 2025; 3 (187) : 2
URL: http://exceptionaleducation.ir/article-1-2782-en.html
URL: http://exceptionaleducation.ir/article-1-2782-en.html
1- farhangian University
Abstract: (389 Views)
Abstract
Background and purpose: The educational classes of students with autism spectrum disorder are one of
the challenging classrooms for teachers. The aim of the current research was to identify the performance of
students with autism spectrum disorder in three fields of interaction, behavior and learning, the challenges
in their classrooms and the solutions from the teachers' point of view.
Method: The interpretation model, qualitative approach and qualitative content analysis strategy were
used. The research field included 8 male and female teachers with students with autism in primary and
preschool in Sanandaj city in the academic year of 2023-2024, who were selected by purposeful sampling.
The data collection tool was a semi-structured interview that continued until saturation.
Findings: The findings of the research were presented in two parts: 1. Students' performance in the
three fields of interaction, behavior and learning and teachers' challenges; 2. Educational methods: in two
areas: interaction method and teaching content and solutions. The analysis of the findings showed that the
performance of students with autism spectrum disorder in the classroom is somewhat a combination of other
special needs groups such as mentally retarded and hyperactive, in addition to the specific characteristics of
the autism spectrum; Therefore, teachers face many and mixed challenges while teaching them. Therefore,
they also use innovative and experience-based teaching methods.
Conclusion: According to the findings, the challenges of teachers of autism spectrum disorder students
have quantitative and qualitative differences in terms of type from other teachers and are unique; Therefore,
the solutions presented to overcome these challenges emphasize the importance of informing teachers and
other people who interact with students on the autism spectrum.
Background and purpose: The educational classes of students with autism spectrum disorder are one of
the challenging classrooms for teachers. The aim of the current research was to identify the performance of
students with autism spectrum disorder in three fields of interaction, behavior and learning, the challenges
in their classrooms and the solutions from the teachers' point of view.
Method: The interpretation model, qualitative approach and qualitative content analysis strategy were
used. The research field included 8 male and female teachers with students with autism in primary and
preschool in Sanandaj city in the academic year of 2023-2024, who were selected by purposeful sampling.
The data collection tool was a semi-structured interview that continued until saturation.
Findings: The findings of the research were presented in two parts: 1. Students' performance in the
three fields of interaction, behavior and learning and teachers' challenges; 2. Educational methods: in two
areas: interaction method and teaching content and solutions. The analysis of the findings showed that the
performance of students with autism spectrum disorder in the classroom is somewhat a combination of other
special needs groups such as mentally retarded and hyperactive, in addition to the specific characteristics of
the autism spectrum; Therefore, teachers face many and mixed challenges while teaching them. Therefore,
they also use innovative and experience-based teaching methods.
Conclusion: According to the findings, the challenges of teachers of autism spectrum disorder students
have quantitative and qualitative differences in terms of type from other teachers and are unique; Therefore,
the solutions presented to overcome these challenges emphasize the importance of informing teachers and
other people who interact with students on the autism spectrum.
Article number: 2
Keywords: Autism spectrum disorder, classroom challenges, classroom performance, interaction, students, teachers
Type of Study: Original Article |
Subject:
Autism
Received: 2024/Jul/Wed | Revised: 2025/Sep/Tue | Accepted: 2024/Dec/Sun | Published: 2025/Sep/Tue | ePublished: 2025/Sep/Tue
Received: 2024/Jul/Wed | Revised: 2025/Sep/Tue | Accepted: 2024/Dec/Sun | Published: 2025/Sep/Tue | ePublished: 2025/Sep/Tue
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