Identifikácia príležitostí, výziev a pedagogických postupov v inkluzívnom vzdelávaní žiakov s poruchami autistického spektra v základných školách
Identification of Opportunities, Challenges, and Pedagogical Approaches in the Inclusive Education of Pupils with Autism Spectrum Disorders in Primary Schools

Summary/Abstract: Inclusive education represents a widely discussed topic in the current Slovak educationalsystem. The aim of this paper was to identify opportunities, challenges, and pedagogical strategies related to the inclusive education of pupils with autism spectrum disorders in primary schools. Theresearch sample consisted of teachers (n = 8) with personal experience of working with pupils with autism spectrum disorders in inclusive primary school settings. The research was qualitative in natureand employed the method of a semi-structured interviews. The findings indicated that inclusive education of these pupils offers several opportunities, such as their progress, development of strengths,active participation, experience of success, and a positive impact on their neurotypical peers. Atthe same time, the research identified the most common challenges, including insufficient teacher qualifications, high workload, and the need for more effective collaboration between teaching and specialist staff. The most effective pedagogical approaches were found to be individualized support,reward systems, cooperation with a school psychologist, and the alternation of activities. The researchresults highlight the need for systematic teacher training and the strengthening of multidisciplinarycollaboration in order to improve the quality of inclusive education. This paper contributed to a betterunderstanding of current practical needs and pointed out specific areas where inclusive education forpupils with autism spectrum disorders in primary schools needs to be optimized.

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