Preschool teachers’ practices and understandings of engaging children with autism: a qualitative study.

This study examines the arrangements preschool teachers make in the classroom to support the participation behaviors of children with autism and their knowledge about the types of participation. Using a holistic case study research design, 56 preschool teachers participated in this study, and data were collected through structured interview forms. The findings revealed that most teachers lacked knowledge about the types of participation of children with autism and typically developing children. Additionally, the strategies used by teachers to increase participation were often superficial and insufficient to support engagement behaviors in depth. The engagement of children with autism in learning activities tends to be functional and observational, with functional engagement involving active participation in structured tasks, while observational engagement entails observing peers or teachers. In contrast, typically developing children exhibit more complex engagement behaviors, such as social and integrated participation. These findings highlight the need for teachers to adopt strategies tailored to children’s interests, reinforce engagement behaviors, and provide individual support. Furthermore, structured professional development programs focusing on practical strategies and reflective practices should be implemented. The study emphasizes the importance of bridging the gap between theoretical knowledge and classroom practice through effective training and support systems. By addressing these challenges, this study contributes to promoting more inclusive educational practices for children with autism globally.