Difficulties and successes of a teacher supporting a student with diagnosed autism in an autoethnographic narrative

Abstract

The author of this paper presents the successes and failures of a teacher co-organizing education for students with autism and Asperger's syndrome with the use of autoethnographic narrative. On the basis of research involving a student of Primary School No. 5, he provides recommendations for further work after the implementation of some changes and reorganization of work in the school. The article discusses the methodological aspects of research and autoethnographic description. The perspective necessary to appeal to the participant's feelings was also presented. The use of this type of research in the work of teachers will result in their broader awareness of the problems arising from the organization of work in schools with students affected by autism and Asperger’s syndrome.