“As a Shadow” – the Experiences of a Support Teacher of Students With Autism Spectrum Disorders (ASD)

RESEARCH OBJECTIVE: The objective of this article is to explore the experiences, challenges, and pedagogical strategies employed by teachers who co-facilitate the education of students with Autism Spectrum Disorder (ASD). THE RESEARCH PROBLEM AND METHODS: The central research question addresses the experiences and challenges faced by teachers who co-facilitate the education of students with ASD. Data were gathered through in-depth narrative interviews with three active teachers working with ASD students. THE PROCESS OF ARGUMENTATION: The study’s objective and research question are addressed through a structured argument, consisting of an introduction to inclusive education for students with ASD and the role of support teachers. This is followed by a comparative presentation and analysis of the teachers’ experiences in co-facilitating ASD education. RESEARCH RESULTS: The analyses reveal that teachers co-facilitating the education of students with ASD are aware of the unique needs of each student, developed through direct experience. Their role involves tailoring their approach to the changing needs of students at different educational stages, ranging from supporting daily activities to assisting with learning and social skills development. CONCLUSIONS, RECOMMENDATIONS, AND APPLICABLE VALUE OF RESEARCH: There is a need to implement concrete measures for expanding psychological support for parents of children with ASD. Given the rising prevalence of this disorder, it is essential to enhance the knowledge, skills, and competencies of society, especially educational staff – to better support individuals with ASD.