Life Experiences of Teachers Who Teach Autism Children in Schools

Abstract

This qualitative research aimed to study the life experiences of teachers who educate autistic children within a school system. The sample was purposively selected based on inclusion criteria, consisting of 11 teachers. The tools used were semi-structured interviews and non-participatory observation. Data was collected through in-depth interviews and analyzed using content analysis based on the life experience study and storytelling methods, following the phenomenological approach to describe the findings.

The research findings revealed:1) Teachers of autistic children serve multiple roles: teaching, ensuring the children’s health, and teaching life skills. These teachers do more than just fulfill the traditional role of educators; they also closely care for the children as if they were their own, guiding their health and life skills development. 2) Success in teaching autistic children stems from understanding, perseverance in the face of challenges, and cooperation. Most importantly, teachers design and adapt teaching methods to suit the individual strengths of each student. 3) There are challenges related to personnel, parents, and the children themselves. Despite staff shortages, the teachers show dedication and manage to address certain problems effectively. 4) Teachers express a need for additional support, especially from parents, in encouraging children's development. They also seek understanding and support from school administrators, fellow teachers, hospitals, relevant agencies, and society at large. Recommendations: Administrative teams in relevant organizations should apply the research findings to establish policies that ensure a high-quality education system for autistic children. Collaboration between these parties should lead to a well-structured system for child care and education, continuously monitored and improved. Further research should focus on developing teaching programs for autistic children in schools.