Teachers’ Educational Experiences and Preparedness in Teaching Students with Autism

Abstract

The intake of students with autism is increasing in inclusive classrooms. Teacher preparedness in teaching these students is an essential requirement for effective education. Little is known about teachers’ current educational experiences underpinning their preparedness in teaching autistic students. This study utilised semi-structured interviews to explore pre-service teachers’ (n = 8) and recent teacher graduates’ (n = 8) educational experiences and preparedness. Thematic analysis of the data identified the key findings: (1) the need for more in-depth learning about teaching autistic learners; (2) strengthening the onboarding strategy for novice teachers; (3) exposure to real-world situations with teaching different strategies related to autism. To promote inclusive education for students with autism, teachers should be equipped with expertise and prepared to implement inclusive practices. Implications for training opportunities and professional learning for teachers are discussed.