مجلة امتياز للعلوم التربوية و التعليمية
Volume 7, Numéro 3, Pages 53-69
2025-10-05
Primary School Teachers’ Opinions On The Challenges Of Academically Integrating Children With Autism Into Regular Elementary Classrooms And Ways To Overcome Them
Authors : Prof. Ibtissem Ghanem .
Abstract
The study aimed to identify primary school teachers’ opinions on the cognitive, technical, and communicative (praxological) challenges associated with the academic inclusion of children with autism in regular elementary classrooms, as well as ways to overcome them, as these difficulties pose an obstacle to achieving inclusive, equitable, and effective education that develops the potential of every student regardless of their differences. To achieve these objectives, the study employed a descriptive methodology and open-ended interviews with a purposive sample of 18 elementary school teachers (5 male and 13 female), all of whom shared the common experience of “teaching a child with autism” either during the 2025–2026 school year or over the past five school years. After analyzing the data quantitatively by calculating frequencies and percentages, and qualitatively through psycho-educational analysis, the most significant findings were: primary school teachers recognize the importance of academic inclusion for children with autism, but they face cognitive, technical, and communicative (praxological) difficulties that hinder effective implementation. They believe that overcoming these difficulties requires a comprehensive approach that combines specialized training, sustained human support, and genuine partnership with families and specialists.
Keywords
opinions, difficulties, academic inclusion, children with autism, elementary school, teachers
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