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

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dc.authorid0000-0001-6890-6421
dc.contributor.authorKalkan, Sinan
dc.contributor.authorOzbasi, Durmus
dc.contributor.authorErbas, Esra
dc.contributor.authorArcagok, Serdar
dc.contributor.authorErbas, Yahya Han
dc.date.accessioned2026-02-03T12:02:28Z
dc.date.available2026-02-03T12:02:28Z
dc.date.issued2025
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractThis 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.
dc.identifier.doi10.1057/s41599-025-06275-9
dc.identifier.issn2662-9992
dc.identifier.issue1
dc.identifier.scopus2-s2.0-105026212638
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1057/s41599-025-06275-9
dc.identifier.urihttps://hdl.handle.net/20.500.12428/34770
dc.identifier.volume12
dc.identifier.wosWOS:001651039500004
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringernature
dc.relation.ispartofHumanities & Social Sciences Communications
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20260130
dc.subjectEngagement
dc.subjectClassroom
dc.subjectDisabilities
dc.subjectParticipation
dc.subjectSchool
dc.subjectInterventions
dc.subjectAchievement
dc.subjectAgreement
dc.subjectBehavior
dc.subjectYouth
dc.titlePreschool teachers' practices and understandings of engaging children with autism: a qualitative study
dc.typeArticle

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