Abstract:
Background: Autism Spectrum Disorder (ASD) significantly affects individuals' ability
to participate in various aspects of life, particularly in school settings. Environmental
factors, including physical, social and attitudinal aspects, can significantly influence
engagement in educational activities.
Aim: The study aimed to explore the environmental challenges and barriers of children
with Autism Spectrum Disorder in participating in school settings.
Methods: The study followed a phenomenological approach within a qualitative research
design. Convenience sampling was used to select 18 participants; nine were parents and
nine were teachers from nine recognised schools (six special, two inclusive, and one
mainstream school). Data were collected using a self-developed interview guide through
face-to-face, semi-structured interviews. The other sources of data were field notes and a
reflective journal. The interviews typically lasted 30 to 45 minutes. Braun and Clarke’s six
steps of thematic analysis were used to analyse the data.
Results: Nine main themes derived from the analysis explore diverse aspects, including: i)
Perception about Autism Spectrum Disorder (ASD), ii) Teaching background and
experience, iii) Educational curriculum and Individualised Education Plan (IEP), iv)
School environment, v) Approaches to sensory, communication, and routine, vi)
Supportive services, vii) Social participation, viii) Stigma and bullying, ix) Educational
outcomes and well-being. The results explored specific environmental challenges and
barriers, the perspectives of parents and teachers, and the impact of these challenges and
barriers on the educational outcomes and overall well-being of children with ASD in school
settings.
Conclusion: The findings emphasised the essential examination of school environments
that restrict the educational involvement and advancement of children with ASD. These
findings contribute to identifying specific challenges and barriers and also provide in-depth
insights that can help occupational therapists, policymakers, teachers, and school
authorities work towards creating more inclusive and supportive educational settings, thus
enhancing participation and overall well-being.
Keywords: Autism Spectrum Disorder (ASD), ASD and environmental challenges, ASD
and barriers of performance in school
Description:
This dissertation is submitted in partial fulfillment of the requirements for the Degree of Bachelor of Science in Occupational therapy, Bangladesh Health Professions Institute, Faculty of Medicine, the University of Dhaka, Bangladesh.
