Building classroom communities for children with autism spectrum disorder

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.