Teachers’ roles and challenges in developing social skills of children with autism spectrum disorder within inclusive classrooms in Dhaka

Social development is a fundamental aspect of human growth, playing a vital role in shaping an individual’s behaviour, interpersonal relationships, academic success and overall life outcomes. Children with autism spectrum disorder (ASD) often face significant challenges in social interaction and communication. Teachers play a crucial role in fostering social skills among autistic children within inclusive classrooms. Unfortunately, teachers face several challenges supporting autistic students in developing social skills in inclusive settings. This study aimed to explore the roles and challenges faced by teachers in developing the social skills of autistic children in inclusive classroom settings in Dhaka. A qualitative research approach was employed, incorporating both semi-structured interviews with teachers and classroom observations to gain a comprehensive understanding of teaching practices and interactions. The findings revealed that teachers actively promote communication, emotional reciprocity, and social adaptability among autistic students through structured activities and individualized support. However, the research also identified several challenges, including children’s behavioural, cognitive and environmental problems, parental resistance and misconceptions, limited teacher training and support. Effective strategies observed and reported include peer modelling, group-based learning activities, increased parental involvement, targeted teacher training, and counselling support for both educators and families. By addressing existing barriers and promoting structured group activities, inclusive education in Dhaka can become more socially supportive and developmentally enriching for all learners.