A Case Study on the Teaching Strategies of Teachers Teaching Students with Special Educational Needs

This single case study aimed to explore the unique teaching styles and strategies of the teachers teaching students with special educational needs, particularly those with autism spectrum disorder (ASD). The researcher also identified the lived experiences and coping mechanisms and insights of the teachers with an autism student. Using purposive sampling and inclusion criteria, three teachers with an autism student were identified. The participants participated in the in-depth interviews. Based on the findings, the researcher found the unique teaching styles and strategies of the teachers in teaching students with autism, including: individualized instruction, manipulative objects, balancing technology and traditional approaches, positive reinforcement, and cultivating a sense of belonging. Based on the findings of the researcher, the researcher found that the challenges and difficulties teachers face in dealing with students with autism are: behavior management, lack of student participation, lack of training, and lack of support. In response to how the participants overcame the challenges and difficulties, the following themes were extracted: managing stress and frustration, collaboration with other educators, relying on family as a support system, and clear communication and simplified language. Upon reflecting on their challenges and difficulties, they arrived at the following insights: individualized learning and learning style, inclusive and supportive classroom environment, challenging stigma and promoting acceptance, and involvement of school psychologists and training for mainstream teachers.