Special School Teacher’s Strategies for Autistic Children: A Qualitative Approach

Abstract

In order to help and facilitate the learning and development of autistic children, special school instructors adopt a variety of tactics. To get a thorough understanding of the experiences and viewpoints of special school instructors dealing with autistic children, the study utilizes a qualitative methodology. Participants were chosen using a purposive sample strategy from a special school setting made up of professional instructors with extensive experience working with autistic children. Eight teachers from special schools in Lahore, Pakistan, with an average age of 20 to 30 years old participated in semi-structured face-to-face interviews after filling out a demographic sheet. The data were then analyzed using Interpretative Phenomenological Analysis. Findings showed that instructors utilize positive reinforcement techniques to encourage autistic students and reinforce appropriate behaviors. It was also shown that reinforcement is the most successful teaching method for autistic students when applied by special education teachers.