Challenges Faced by Newly Appointed Teachers at Autism- specific School: A Thematic Analysis Study

Introduction Learners with Autism Spectrum Disorder (ASD) present with challenges in their social communication, social interactions, and repetitive patterns of behavior. These challenges significantly impact the provision of education by newly appointed teachers with limited experience in teaching learners with ASD. Aim and Objective(s) The purpose of this study was to explore the challenges faced by teachers working in autism-specific schools. The study sought to achieve this aim by understanding the experiences of teachers who are newly appointed at autism special schools. Methodology A qualitative research design was used, with two focus group discussions conducted with a total of 16 participants (9 participants in group 1 and 7 participants in group 2) working in autism-specific schools. The main research question included the following: What are the challenges encountered by new teachers in autism special schools? A Thematic Content Analysis was used to analyze the data collected from these discussions. Result(s) The study identified several challenges faced by teachers working in autism-specific schools. The challenges included managing challenging behaviors such as temper tantrums, meltdowns, communication difficulties, and disciplining learners. Conclusion Other problems encountered by teachers included limited resources, lack of support, and lack of training and professional development opportunities.