What teaching strategies do English teachers use to support students with Autism Spectrum Disorder in mainstream classrooms?

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1.
Your gender
Male
Female
Prefer not to say
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2.
Your age group
18-25 years
26-35 years
36-45 years
46-55 years
56 years and above
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3.
Your highest education level
College diploma
Bachelor's degree
Master's degree
Doctoral degree or above
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4.
What type of school do you currently work in?
Public government school
Private independent school
International school
Special education school with inclusive mainstream programs
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5.
Which level of education are you currently teaching English at?
Primary school
Lower secondary school (middle school)
Upper secondary school (high school)
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6.
How many years of overall English teaching experience do you have?
Less than 3 years
3-10 years
11-20 years
More than 20 years
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7.
How many students with ASD have you taught in inclusive English classrooms in the past 5 years?
0
1-2
3-5
More than 5
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8.
What is your main source of knowledge about teaching students with ASD?
Pre-service teacher education programs
In-service professional training workshops
Self-study via books, online courses or resources
Exchange and communication with colleagues
Personal experience working with ASD students
I have never researched any information about it
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9.
Have you ever received any formal training focused on teaching students with ASD?
No, I have never received any
Yes, one-off workshop or short training
Yes, ongoing in-service professional development courses
Yes, pre-service training included in my initial teacher education program
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10.
How often do you use each of the following common teaching strategies for students with ASD in your English classes?
RarelySometimesOftenAlwaysNever
Visual supports
Curriculum differentiation
Clear simplified instructions
Positive behavior support
Sensory accommodations
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11.
How would you rate your current level of preparedness in the following aspects of inclusive teaching for students with ASD?
Somewhat unpreparedNeutralSomewhat preparedVery prepared
Understanding the learning and behavioral characteristics of students with ASD
Adapting English curriculum content and learning objectives for ASD students
Managing challenging behaviors of ASD students in the classroom
Communicating effectively with parents/guardians of ASD students
Understanding national and school policies related to inclusive education for ASD
Designing appropriate English learning activities for ASD students
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12.
Which of the following teaching strategies have you ever used when teaching English to students with ASD?[Choose at most 8 items]
Visual supports (e.g. visual schedules, picture cards, visual word banks)
Curriculum differentiation (e.g. adjusted assignments, modified learning targets)
Clear, simplified and repeated verbal instructions
Positive behavior support (e.g. reward systems, explicit behavior expectations)
Sensory accommodations (e.g. adjusted seating, reduced classroom sensory stimulation)
Social skills training embedded in English lessons
Peer-mediated instruction and learning
Collaborative teaching with special education professionals
Not applicable (no experience with ASD kids)
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13.
How frequently do you collaborate with special education professionals to support students with ASD in your English classes?
Never
A few times per semester
A few times per month
At least once per week
Daily
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14.
What are the main challenges you face when teaching students with ASD in inclusive English classrooms?[Choose at most 9 items]
Insufficient knowledge of ASD characteristics and evidence-based teaching methods
Lack of on-site support from special education professionals
Overly large class size that prevents individualized attention
Insufficient prior and ongoing professional training
Lack of appropriate adapted teaching materials and resources
Difficulty managing challenging behaviors in the mainstream classroom
Difficulty aligning ASD students' needs with national curriculum requirements
Poor or difficult communication with ASD students' parents
Insufficient policy and resource support from school management
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15.
How would you rate your level of need for professional development in the following areas related to teaching ASD students?
Low needModerate needHigh needUrgent need
Identifying individual learning needs of ASD students
Designing adapted English learning activities and assessments
Implementing positive behavior management strategies for ASD
Planning and implementing appropriate sensory accommodations
Collaborating effectively with special education professionals and parents
Applying evidence-based teaching strategies for ASD in English lessons
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16.
Which of the following resources do you currently have access to for supporting ASD students in your English classes?[Choose at most 5 items]
Ready-made visual teaching materials
Adapted English textbooks and worksheets
Digital assistive technology tools for ASD
Official guidance documents from education authorities
Dedicated support from special education co-teachers
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17.
Overall, how satisfied are you with the level of support your school provides for inclusive teaching of students with ASD?
Very dissatisfied
Very satisfied
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18.
To what extent do you agree that inclusive education benefits students with ASD learning English in mainstream classrooms?
Strongly disagree
Strongly agree
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19.
To what extent do you agree that current pre-service teacher education adequately prepares teachers for teaching students with ASD in inclusive classrooms?
Strongly disagree
Strongly agree
20.
Do you have any additional comments, experiences or suggestions regarding teaching English to students with ASD that you would like to share?
This question is completely optional, you may leave it blank if you do not wish to share additional information.
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