The Approach of Support Teachers Towards Children with Autism in Inclusive Education in Albania

By Dr. Migen SULAJ, Msc. Alerda CANI

Abstract
This baseline study explores the approach and experiences of shadow teachers in supporting children with autism spectrum disorder (ASD) in inclusive education in Albania. Using a mixedmethods methodology, the study relies on the analysis of a 5-point Likert-type questionnaire completed by 281 support teachers nationwide and on thematic analysis of five semi-structured interviews, following the approach of Braun and Clarke (2006). According to the survey’s findings, 84.3% of respondents had prior experience dealing with children with autism but only 48.4% have received specialized training. About 92.2% of participants indicated that they would prefer further training in topics like behaviour management, communication, and useful techniques like Applied Behaviour Analysis, (Ministry of Education and Sports, 2023). Furthermore, 89.7% consider the role of the support teacher as crucial for the effective inclusion of children with autism (Giangreco, Suter, & Doyle, 2010). However, UNESCO (2020) reports that the most frequently cited problems include classroom overload, a lack of resources, a lack of institutional coordination, and inadequate training. From the thematic analysis of the made interviews, five main ones were selected: (1) the responsibilities of the support teacher, (2) collaboration and cooperation, (3) the impact on student inclusion, (4) professional development and training, (5) issues and deficiencies of the system (Braun & Clarke, 2006). In addition to highlighting the need for ongoing institutional support and the ambiguity of their responsibilities, participants saw their work as essential to providing academic and emotional support to students with autism (Cook & Schirmer, 2003). This study highlights the importance of an integrated and well-supported approach to strengthening the role of support teachers in inclusive education in Albania. The findings suggest the need for sustained policy interventions, including regular training programs and the improvement of collaborative structures among actors involved in the education of children with autism (Florian & Black-Hawkins, 2011; Loreman, 2007).