In recent years, the number of children with autism spectrum disorder (ASD) included in mainstream primary schools in Slovenia has been steadily increasing, posing new challenges for teachers and other professionals. ASD is a lifelong neurodevelopmental condition characterized by difficulties in communication, social interaction, and flexible thinking and behavior. Due to its heterogeneity, children with ASD require individualized approaches and coordinated support within the school environment.
This master’s thesis focuses on professional work with children with ASD in mainstream primary schools. The theoretical part outlines the core characteristics of ASD and cognitive explanations of behavioral differences, and discusses contemporary pedagogical and social pedagogical approaches, such as structured learning environments, the use of visual supports, individualized strategies, and teamwork with parents. Special emphasis is placed on the role of professionals, whose sensitivity and knowledge enable more effective inclusion.
The empirical part is based on a qualitative study involving four semi-structured interviews with professionals from the same primary school. The analysis revealed that professionals face challenges primarily related to social deficits, behavioral outbursts, and the emotional vulnerability of children. Good practices identified include structured environments, clear rules and routines, immediate reinforcement, opportunities for withdrawal, and the crucial role of teaching assistants. Collaboration with parents and raising peer awareness also proved essential. At the same time, the interviewees highlighted a lack of systematic training and professional support, which often leads to feelings of being left alone and overburdened.
From a social pedagogical perspective, the thesis emphasizes the importance of the school as a safe and supportive environment that goes beyond formal integration and fosters a sense of belonging. The contribution of the study lies in shedding light on actual professional practices in schools, presenting examples of good practice, and advancing social pedagogical approaches that support quality inclusion of children with ASD.
The research confirms that successful inclusion is a dynamic process requiring continuous adaptation, collaboration, and professional growth. It is effective where the recognition of children’s specific needs is combined with the creation of a safe learning environment and ongoing professional support. Social pedagogues play a crucial role in shaping a school culture that moves beyond technical adjustments and builds a community in which every child feels accepted and valued.
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