Experiences and Views of Preschool Teachers and Parents Regarding Primary School Readiness of Children with ASD Receiving Inclusion Education

Authors : Hülya Gül, Turgut Bahçalı

Pages : 608-644

Doi:10.17984/adyuebd.1673575

View : 80 | Download : 87

Publication Date : 2025-12-31

Article Type : Research Paper

Abstract :The aim of this study was to examine the views and experiences of teachers and parents of children with autism spectrum disorder (ASD) who receive preschool inclusive education regarding these children’s readiness for primary school. The study was conducted with eight teachers and two parents who voluntarily agreed to participate. The research was carried out using a phenomenological design, one of the qualitative research approaches. Data were collected through semi-structured interviews, and content analysis was employed to analyze the data. The findings indicate that teacher participants expressed positive views about inclusive practices, believed that inclusion is beneficial for individuals with ASD, and stated that inclusion supports socialization. However, they also reported that children require support in language development and self-care skills. It was observed that some teacher participants considered the children to be adequately ready for primary school, while others reported the presence of certain behavioral problems. Among the parent participants, one believed that inclusion was socially beneficial, whereas the other thought that their child was socially excluded. While one parent perceived their child as adequate in terms of psychomotor development, the other did not share this view. Parents also stated that teachers alone were not sufficient to support inclusion and that they experienced a lack of materials. Overall, the study revealed that both parent and teacher participants viewed children with ASD as adequate in some developmental domains necessary for the transition from preschool to primary school, while also identifying weaknesses in other developmental areas. The study included participants’ suggestions for addressing the challenges encountered. The findings were discussed in line with the relevant literature, and recommendations for future research were provided.
Keywords : Okul öncesi öğretmenleri, Otizm spektrum bozukluğu, İlkokul hazır bulunuşluk, Bütünleştirme

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