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<p>Students with autism spectrum disorder (ASD) are more likely to demonstrate challenging behaviours that interfere with their educational and social participation. Although evidence-based strategies exist to support the development of appropriate behaviours, many teachers, especially in remote or rural areas, lack the knowledge and confidence to support these students. Previous studies have explored teachers’ beliefs towards the provision of support for students with ASD, but little is known about teachers’ beliefs and practices in Western China. Researchers used semi-structured interviews and classroom observations of 23 special education teachers in Western China to explore how teachers’ beliefs and knowledge of evidence-based practices influenced their actual practices. The thematic analysis identified themes explaining the challenges and misunderstandings held by teachers about supporting student behaviours. Researchers analysed the observation notes to determine teachers’ practice in implementing evidence-based practices. Results suggested differences in teachers’ beliefs and practices in providing behavioural support for students with ASD at special education services. Implications for professional development and policy reform are also offered. By highlighting the discrepancies between beliefs and practices, this study contributes to the literature in the field of special education by providing recommendations for improving teacher training and support systems, ultimately benefiting students with ASD in similar regions around the world.</p>

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The beliefs and practices of special education teachers in supporting the behaviours of students with autism spectrum disorder in Western China

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月8日

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  • Chen Han,
  • Therese Cumming,
  • Geraldine Townend

摘要

Students with autism spectrum disorder (ASD) are more likely to demonstrate challenging behaviours that interfere with their educational and social participation. Although evidence-based strategies exist to support the development of appropriate behaviours, many teachers, especially in remote or rural areas, lack the knowledge and confidence to support these students. Previous studies have explored teachers’ beliefs towards the provision of support for students with ASD, but little is known about teachers’ beliefs and practices in Western China. Researchers used semi-structured interviews and classroom observations of 23 special education teachers in Western China to explore how teachers’ beliefs and knowledge of evidence-based practices influenced their actual practices. The thematic analysis identified themes explaining the challenges and misunderstandings held by teachers about supporting student behaviours. Researchers analysed the observation notes to determine teachers’ practice in implementing evidence-based practices. Results suggested differences in teachers’ beliefs and practices in providing behavioural support for students with ASD at special education services. Implications for professional development and policy reform are also offered. By highlighting the discrepancies between beliefs and practices, this study contributes to the literature in the field of special education by providing recommendations for improving teacher training and support systems, ultimately benefiting students with ASD in similar regions around the world.