Parents’ and Teachers’ Perspectives on Environmental Challenges and Barriers of Children with Autism Spectrum Disorder in School Settings: a qualitative study

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