Lived Experiences of Teachers in the Implementation of Inclusive Education for Learners with Autism Spectrum Disorder

This phenomenological study explored teachers’ lived experiences of implementing inclusive education for learners with Autism Spectrum Disorder (ASD). Eight special education teachers in United States public elementary school settings were selected through maximum variation purposive sampling. Semi-structured online interviews, field notes, and member checking supported data generation. Colaizzi’s seven-step method guided analysis, with MAXQDA assisting data organization. Three themes emerged: Growth, Belonging, and Purpose; Adaptability and Professional Growth Through Inclusive Teaching; and Collaboration and Shared Responsibility in Inclusive Education. Teachers found fulfillment in learners’ increasing confidence, independence, communication, peer relationships, and participation. They also encountered behavioral concerns, sensory sensitivities, communication barriers, resource limitations, and difficulties balancing individual and whole-class needs. Their accounts emphasized flexible instruction, proactive preparation, continuing professional learning, and coordinated assistance from families, colleagues, specialists, and administrators. The findings generated the proposed GROW Framework, comprising Grow Together, Reflect and Adapt, Open Collaboration, and Win Through Inclusion. Meaningful inclusion was experienced as an interconnected process of learner development, teacher growth, and collaborative support.