Skúsenosti pedagógov a formy podpory žiakov s poruchami autistického spektra na základných školách
Teachers' Experiences and Forms of Support for Pupils with Autism Spectrum Disorders in Primary Schools

Summary/Abstract: The aim of this paper was to identify teachers´ experiences and forms of support for pupils with autism spectrum disorders (ASD) in mainstream primary schools. The article presented qualitative research, using the method of semi-structured interviews for data collection. The research was conducted with 8 teachers who met predetermined criteria – working as a teacher in a mainstream primary school and having practical experience with a pupil with ASD in inclusive education for no longer than 1.5 years. The findings revealed similar experiences among teachers working with pupils with ASD. While teachers expressed personal readiness to work with these pupils, they reported significant gaps in their professional preparedness. They collaborate and communicate intensively with their colleagues to provide the most effective support. The results confirm that effective inclusive education for pupils with ASD is possible only when sufficient systemic and personnel support is provided. An essential condition is the availability of continuous professional development through various courses, training programs, and other forms of education. Moreover, it is desirable to encourage teacher participation in the design and development of support measures for pupils with ASD. The research suggests that teachers predominantly apply universal forms of support in practice. Due to insufficient knowledge, specific support strategies tailored to pupils with ASD are often not implemented. The findings underscore the importance of systemic and personnel support, the need to reduce class sizes, and the significance of multidisciplinary collaboration and ongoing teacher training. These factors represent key predictors of more effective inclusive education for pupils with autism spectrum disorders in primary schools.

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