Abstract
Studies show that the knowledge teachers have about autism, and their attitude, motivation, and attachment to their students, affect the processes of teaching and learning. The objective of this study was to explore the affective experience of teachers with autistic students. Using a qualitative methodology, 14 teachers who had experience with students with autism in a regular classroom were individually interviewed and/or took part in a focus group. The data were analyzed through thematic content analysis. Expert supervision, independent group validation, and convergence with other research were taken as validation criteria. The teachers describe the emotions that characterize their experiences with students with autism as uncertainty, frustration, anger, and joy. They realize that, stages can be distinguished in their experiences depending on the predominant emotion. They say that as they begin to share emotional experiences with students with autism, a teacher-student relationship can be established that transcends the immediate experience and the school context, and favorably changes the way they work with them. Furthermore, teachers expect their colleagues and the psychologist working at the school to support them when they experience negative emotions.
Highlights
Background informationAfter the signature of the World Declaration on Education for All in Thailand (Unesco, 1990), the United Nations (UN) proposed working on universal access to education and the promotion of equity in education
The five categories that account for the emotional experience of the participating teachers, in relation to their work with students diagnosed with Autism Spectrum Disorder1 (ASD), are shown below
We stress the lack of training that teachers receive and the extensive training that they require on their emotional processes in their professional life, which undoubtedly is a pending task and is not unknown (Abramoswsky, 2010; Chávez, 2008)
Summary
After the signature of the World Declaration on Education for All in Thailand (Unesco, 1990), the United Nations (UN) proposed working on universal access to education and the promotion of equity in education. With this objective, the Salamanca Statement on Special Educational Needs (SEN): access and quality (Unesco, 1994) underlined the need to include people with SEN who were likely to be excluded from educational systems. Later in the Convention on the Rights of Persons with Disabilities, held in 2006 (Unesco, 2006), the barriers that hinder access to education for persons with disabilities were recognized and a commitment was agreed to generate actions to allow these barriers to be reduced. The country ratified the Convention on the Rights of Persons with
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