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ABSTRACT
Limited research has explored mothers’ perceptions of teachers’ pedagogical practices that may or may not support the learning and development of their child with autism spectrum disorder (ASD). Mothers of children with ASD were asked to describe their perspective regarding three questions: (1) How do teachers structure the classroom environment to accommodate their students with ASD? (2) How do teachers engage and interact with the child in the classroom? (3) How do teachers facilitate classroom peer interactions? Twenty-nine primary parents (97% mothers) of children with ASD, ages 4–7, were interviewed. Findings revealed structural differences in the students’ classroom environments. Some classrooms were described as chaotic and unsafe while others were described as welcoming and accommodating for the child. Teacher interactions with the target child were frequently characterised as competent and encouraging, marked by clear discipline practices and expectations. Peer interactions with the target child were varied, with some mothers reporting that the teacher isolated the child from peers and others reporting that the teacher encouraged explicit peer interaction. Study findings have implications for strengthening the home-school connection, including identifying pedagogical practices for building inclusive classroom communities for young children with ASD and how mothers might utilise similar practices at home.
Acknowledgements
The authors would like to acknowledge the Institute for Education Sciences (R324A110086, J. Blacher, P.I.). We would also like to thank the study participants who took time out of their busy schedules to describe their experiences.
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No potential conflict of interest was reported by the author(s).
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Notes on contributors
Sasha M. Zeedyk
Sasha M. Zeedyk is an Assistant Professor in the Department of Child and Adolescent Studies at California State University, Fullerton. Her research focuses on neurodiverse individuals’ outcomes across the course of development. In particular, she studies how behavior problems and social skills relate to social, mental health, and academic outcomes for autistic youth, as well as how these skills impact their parents’ psychological well-being.
Shana R. Cohen
Shana R. Cohen is an Assistant Professor in the Department of Education Studies at the University of California, San Diego. Her research examines how immigrant families’ beliefs about the causes, symptoms, and treatments of autism inform parents’ educational decisions and their parenting practices. She links research to practice by promoting immigrant families’ assets and supporting families and educators to communicate effectively.
Jan Blacher
Jan Blacher is Distinguished Research Professor in the Graduate School of Education, University of California-Riverside and in the Department of Psychology, UCLA. Dr. Blacher is PI of two IES projects (Smooth Sailing) that address student-teacher relationships involving young autistic children, and successful correlates of early schooling. Other aspects of her work have largely focused on family impact of a child, youth or young adult with intellectual or developmental disabilities at various transitions across the lifespan.
Abbey Eisenhower
Abbey Eisenhower is Associate Professor in the Psychology Department and the Clinical Psychology Ph.D. program at the University of Massachusetts Boston. She is a licensed clinical psychologist whose recent research has focused on the transition to school, the early school experiences of autistic children, the first-person perspectives of autistic students and adults, and addressing health disparities in the early detection of autism. Her research involves partnerships with schools, early intervention agencies, and other community stakeholders.