An exploration of teachers’ perceptions of how the classroom environment can support pupils with Autism Spectrum Disorder (ASD) in the mainstream primary school (Pre-published)

Abstract

This study sought to explore teachers’ perceptions of how the classroom environment can be used to support learners with Autistic Spectrum Disorder (ASD). While knowledge about educational interventions for children with ASD is substantial, less is known about the design of supportive classroom environments (Martin, 2016, p.280). A qualitative approach was used, involving interviews with five primary-school teachers. The findings show that teachers viewed the physical and temporal environment as important for supporting learners with ASD. However, no teacher made significant adaptions to the physical structure of the classroom. Instead, adaptions to the design of the environment were made and in particular the use of visual supports in the environment. Teachers were more inclined to seek information and advice from colleagues than from courses or literature.