Understanding the disconnect: A study on competency of special educators in autism education in India

Abstract Special educators are at the forefront of the Indian special education system in providing tailored instruction and specialized training for students with autism. There are evidence‐based strategies that exist to enhance social, communication, cognitive, and mental health skills among students with autism. However, their implementation in the classroom is inconsistent or inadequate. Globally, there is a lack of empirical data on the quality of services provided to students with autism and the competency of educators teaching them in special education schools. This brief study provides a focused review of two articles from India, analysing the responses of 95 special educators gathered through a descriptive survey to assess their perceived competence in autism education. The findings indicate that in India, the special educators have limited knowledge and inadequate skills in autism education. The results will contribute to educational change at multiple levels—individual, institutional, and systemic—to foster better outcomes for students with autism.