The Impact of Professional Teacher Training On the Learning Outcomes of Autistic Learners in Special Education Settings
Abstract
This study aims to evaluate the impact of specialized teacher training on enhancing educators' ability to meet the diverse needs of autistic learners and improve their educational outcomes. A qualitative approach, involving teacher interviews, was employed to gather data. The research findings indicate that inadequate professional teacher training programs significantly hinder educators' ability to effectively support autistic learners, particularly in special school settings where individualized support is essential. Without comprehensive training, teachers lack the necessary knowledge, skills, and instructional strategies to establish an inclusive and structured learning environment that caters to the unique needs of autistic learners. The absence of training in specialized teaching methods, behavior management, and sensory regulation techniques prevents educators from implementing evidence-based practices that foster learner engagement, communication, and overall academic progress. Based on these findings, the study strongly recommends that the government allocate additional funding to resource schools and special needs education programs. This funding should be directed toward enhancing teacher training, providing essential teaching aids, and improving infrastructure to better support the learning needs of learners with autism spectrum disorder (ASD). Additionally, there is a pressing need to expand the number of resource schools in the Khomas region of Namibia to ensure that special education services are accessible to all learners in need.
References
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40. Smith, A., Jones, B., & Taylor, C. (2020). The impact of environmental factors on cognitive development. Journal of Child Psychology, 45(3), 234-256.
41. Smith, T. (2019). Applied behaviour analysis in autism: A comprehensive overview. Behaviour Modification, 43(2), 169–193. https://doi.org/10.1177/0145445519832641
42. Stahmer, A. C., & Mandell, D. S. (2020). Implementation challenges in special education: A case study of autism services in Namibia. Journal of Special Education Policy, 16(2), 215-230.
43. Suarez, M. J., Callahan, R., & Harris, K. (2018). Evidence-based professional development for autism educators: A systematic review. Review of Educational Research,88(5),1123-1145. https://doi.org/10.3102/0034654318808175
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2. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing.
3. Baker, E. A., Jensen, L., & Black, R. (2008). Professional development and teacher training: A review of the research. Educational Research Review, 3(4), 254-276.
4. https://doi.org/10.1016/j.edurev.2008.02.001
5. Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4),589-597. https://doi.org/10.1080/2159676X.2019.1628806
6. Brown, L., & Davis, B. (2018). Ethical considerations in qualitative research. Journal of Educational Research and Practice, 8(3), 45-56. https://doi.org/10.5590/JERAP.2018.08.03.45
7. Bryman, A. (2016). Social research methods (5th ed.). Oxford University Press.
8. Chibanda, D., Weiss, H. A., & Abas, M. (2021). Increasing recognition of autism spectrum disorder: A global perspective. Autism Research, 14(5), 1027-1041. https://doi.org/10.1002/aur.2475
9. Chen, X., & Zhang, Y. (2021). The role of digital tools in enhancing learning outcomes. Journal of Educational Technology, 48(2), 134-145.
10. Cook, T. D., & Campbell, D. T. (2016). Quasi-experimentation: Design & analysis issues for field settings. Houghton Mifflin Company.
11. Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
12. Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). SAGE Publications.
13. Epstein, J. L. (2001). School, family, and community partnerships: Preparing educators and improving schools. Westview Press.
14. Geurts, H. M. (2020). Executive functioning in autism: An overview. Autism Research, 13(2), 162–171. https://doi.org/10.1002/aur.2249
15. Glover, D. (2023). Leveraging strengths in special education: Strategies for autistic learners. Journal of Autism and Developmental Disorders, 53(6), 951-965. https://doi.org/10.1007/s10803-022-05567-2
16. Giangreco, M. F. (2020). Restructuring the system to better meet the needs of students with autism: A call to action. Journal of Autism and Developmental Disorders, 50(1), 70–81. https://doi.org/10.1007/s10803-019-04258-x
17. Hume, K., Loftin, R., & Lantz, J. (2020). Predictability, structure, and routines in autism education: Theoretical underpinnings and empirical support. Journal of Special Education, 54(1), 50–61. https://doi.org/10.1177/0022466919858536
18. Jones, M., & Brown, L. (2021). The role of technology in modern education. Educational Research Journal, 56(2), 123-145.
19. Kasari, C., Rotheram-Fuller, E., & Locke, J. (2016). Early intervention for children with autism spectrum disorder: A review of effective practices. Journal of Autism and Developmental Disorders, 46(2), 295-312. https://doi.org/10.1007/s10803-015-2586-4
20. Korkmaz, S. (2020). Cultural attitudes and resource constraints in teacher training: A case study in Namibia. International Journal of Educational Development, 72, 101-114. https://doi.org/10.1016/j.ijedudev.2020.102159
21. Kozlowski, M., Schlosser, R., & Lerman, D. (2020). Professional development for educators working with students on the autism spectrum. Autism Education Quarterly, 9(1), 112–127. https://doi.org/10.1007/s13320-020-00037-2
22. Kraemer, B., McNamara, J., Edwards, A., & Lutz, S. (2019). The effectiveness of ABA-based interventions for students with autism: A systematic review. Journal of Behavioural Education, 28(3), 345–369. https://doi.org/10.1007/s10864-019-09308-w
23. Kumar, R., & Singh, A. (2022). Digital learning and constructivism: A study of online discussion forums. Academic Press.
24. Laugeson, E. A., & Frankel, F. (2020). Peer-mediated interventions for autism: A review of evidence and applications. Autism & Developmental Language Impairments, 5, 1–14. https://doi.org/10.1177/2396941520907304
25. Lee, J., & Thompson, R. (2020). The early identification of struggling readers: Best practices for intervention. Journal of Literacy Research, 42(3), 215-230. https://doi.org/10.xxxx/yyyy
26. Lovaas, O. I. (1987). Behavioral treatment and normal educational and intellectual functioning in young autistic children. Journal of Consulting and Clinical Psychology,55(1),3-9. https://doi.org/10.1037/0022-006X.55.1.3
27. Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
28. Moyo, T., & Banda, J. (2021). Educational resource gaps in rural areas: A survey of rural educators. Education Insights. https://www.educationinsights.org/reports/2021-rural-education
29. Mutch, C. (2005). Doing Educational Research: A Practitioner’s guide to getting started. Wellington: NZCER Press.
30. Nguyen, T., Lee, J., & Tran, P. (2022). Improving literacy through structured intervention programs: A comparative study. Educational Policy Institute. https://www.educationalpolicy.org/reports/2022-literacy-interventions
31. Ndlovhu, T., & Mpofu, S. (2021). Challenges in modern education: The role of teaching aids. Education Insights. https://www.educationinsights.org/reports/2021-teaching-aids
32. Patel, S., Kumar, R., & Singh, A. (2020). Digital tools for modern classrooms. TechEducation Press.
33. Patel, S., Kumar, R., & Singh, A. (2021). The need for investment in ICT infrastructure and professional development in education. Journal of Educational Technology, 50(4), 300-315
34. Pelham, W. E., Fabiano, G. A., & Massetti, G. M. (2018). Behavioural interventions for children with autism spectrum disorder. Journal of Applied Behaviour Analysis, 51(1), 53–73. https://doi.org/10.1002/jaba.437
35. Piaget, J. (1952). The origins of intelligence in children (M. Cook, Trans.). International Universities Press. (Original work published 1936)
36. Reaven, J. A., Blakeley-Smith, A., & Jenkins, M. (2019). Social skills training for children with autism spectrum disorder: A meta-analysis of randomized controlled trials. Autism Research, 12(3), 382-394. https://doi.org/10.1002/aur.2077
37. Reichow, B., Volkmar, F., & McPartland, J. (2020). Evidence-based practices and autism spectrum disorder: A comprehensive review of methods and effectiveness. Autism, 24(4), 1081–1099. https://doi.org/10.1177/1362361319862111
38. Schurink, W., Fouche, C. B. & De Vos, A. S. (2011). Qualitative data analysis and interpretation. In De Vos, A. S., Strydom, H., Fouche, C.B. & Delport, C. L. Research at grass roots: For the social sciences and human services professions. 4th Ed. Pretoria: Van Schaik Publishers.
39. Smith, J. A., Flowers, P., & Larkin, M. (2020). Interpretative phenomenological analysis: Theory, method, and research (2nd ed.). SAGE Publications.
40. Smith, A., Jones, B., & Taylor, C. (2020). The impact of environmental factors on cognitive development. Journal of Child Psychology, 45(3), 234-256.
41. Smith, T. (2019). Applied behaviour analysis in autism: A comprehensive overview. Behaviour Modification, 43(2), 169–193. https://doi.org/10.1177/0145445519832641
42. Stahmer, A. C., & Mandell, D. S. (2020). Implementation challenges in special education: A case study of autism services in Namibia. Journal of Special Education Policy, 16(2), 215-230.
43. Suarez, M. J., Callahan, R., & Harris, K. (2018). Evidence-based professional development for autism educators: A systematic review. Review of Educational Research,88(5),1123-1145. https://doi.org/10.3102/0034654318808175
44. Thompson, R. A., de Vries, M. S., & Jackson, L. (2021). Sensory accommodations for students with autism in educational settings. Research in Autism Spectrum Disorders, 79, 101645. https://doi.org/10.1016/j.rasd.2020.101645
45. Tincani, M., Romski, M., & Sevcik, R. (2020). Visual supports for children with autism: A review of the literature. Journal of Autism and Developmental Disorders, 50(8),2722–2734. https://doi.org/10.1007/s10803-019-04091-w
46. Tomlinson, C. A. (2020). Differentiated instruction: Tailoring teaching to individual needs. Journal of Educational Research, 45(4), 321-336.
47. William, T., & Green, S. (2021). The role of multidisciplinary teams in developing tailored intervention plans. Journal of Educational and Behavioral Studies, 60(2), 150-162.
Authors
[1]
“The Impact of Professional Teacher Training On the Learning Outcomes of Autistic Learners in Special Education Settings”, Soc. sci. humanities j., vol. 9, no. 03, pp. 7225–7236, Mar. 2025, doi: 10.18535/sshj.v9i03.1710.
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