Teachers' opinions and recommendations on science education activities for children with autism spectrum disorder

The aim of this study is to examine the views of preschool teachers about science education for children with autism spectrum disorder. For this purpose, the instructional practices applied by the teachers and the opinions received on this subject were evaluated. The research was designed in the qualitative research method. Data were collected by semi-structured interview technique. It was carried out with teachers who work actively with children with ASD who receive supportive education in special education and rehabilitation centers, and who have a Pre-School Teaching License and have a Special Education Specialist Teacher Certificate. Accordingly, 18 teachers formed the study group of the research. The majority of the teachers stated that they do not consider themselves sufficient to provide science education to individuals with ASD and that it is necessary to create different learning environments for individuals with ASD. At the same time, the lack of materials in the classrooms revealed that the teachers had difficulties in teaching science, and the fact that science education was less included in the education plans caused unsuccessful results in science education. Participating teachers suggested that teachers should spend a lot of time and effort in addition to their knowledge and experience in order to provide science education to children with ASD and to bring them into society as active and productive individuals. The findings were discussed within the framework of qualitative research focusing on teacher opinions of children with ASD and further/future research suggestions were made.