NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1258470
Record Type: Journal
Publication Date: 2020
Pages: 17
Abstractor: As Provided
ISSN: EISSN-1300-915X
Characteristics of Teachers' Recommended Social Support Strategies for Primary Students with ASD
Gledhill, Jamie; Currie, Janet L.
International Online Journal of Primary Education, v9 n1 p18-34 2020
This study explored teachers' perspectives of the use of social support for students with ASD through a qualitative case study. The four main themes to emerge from the interview data reflecting the teachers' recommended strategies for social support included (a) Teachers' views of students with ASD and social support, (b) Recommendations for best practice at the whole-school level, (c) Promoting acceptance, and (d) Practical classroom strategies. The final theme contained five subthemes or a range of practical classroom social support strategies teachers may use, including Routine, Developmental Play and Group Work, Explicitly Teaching Awareness of Emotions and Body Language, ICT, and Integration. Despite being limited to the views of two busy teachers, this study highlights the significant and vital need for the use of social support for students with ASD. This study directs teachers, schools, universities and pre-service teachers towards the use of positive pedagogies and approaches to inclusive education. It is recommended that all primary teachers consider the best practice of social support within their own classroom, and further research be carried out to investigate best practice in fostering and supporting the social growth and needs of students with ASD.
International Online Journal of Primary Education. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A