Home > Current

Challenges for Preschool Teachers in Nepal Teaching Students with Autism Spectrum Disorder

Nipesh Acharya （ Independent Researcher ）

https://doi.org/10.37155/2972-3086-0402-6

Abstract

This study investigates the ingenuity of Pre-School teachers in Nepal while handling students with Autism Spectrum Disorder (ASD). Despite strong national policy regarding special educational needs and inclusion, lack of teachers training, societal stigma and policy implementation lags hinder inclusive classroom environment. The research uncovered how teachers used their hands-on-experience to deal with children with autism and help them. This reliance on self-derived knowledge comes at a personal cost of exhaustion and strongly highlights systemic neglect. This study concludes that empowering pre-school teachers in Nepal requires concrete policy actions rather than relying on teacher’s individual ingenuity. Mandating teachers training programs, funds allocation for teaching resources, parents-teacher participation campaigns and developing monitoring and evaluation frameworks would significantly support teachers in their roles.

Keywords

Autism Spectrum Disorder; Inclusive education; Teachers challenges; Coping strategies; Resource limitations

Full Text

PDF

References

[1].Avramidis, E., & Norwich, B. (2002). Teachers' attitudes towards integration/inclusion: a review of the literature. European Journal of Special Needs Education, 17(2), 129-147.
[2].Bajracharya, J. R., & Šiška, J. (2020). Inclusive education in Nepal: Challenges and prospects. Disability & Society, 35(4), 573–598.
[3].Bruns, A. D., & Mogharberran, C. C. (2009). The gap between beliefs and practices: Early childhood practitioners’ perceptions about inclusion. Journal of Research in Childhood Education, 21(3), 229-241.
[4].Cook, A., & Ogden, J. (2022). Challenges, strategies and self-efficacy of teachers supporting autistic pupils in contrasting school settings: a qualitative study. European journal of special needs education, 37(3), 371-385.
[5].Crane-Mitchel, L., & Hedge, A. V. (2007). Belief and practices of in-service preschool teachers in inclusive settings: Implications for personnel preparation. Journal of Early Childhood Teacher Education, 28, 353-366.
[6].Darragh, J. (2007). Universal design for early childhood education: ensuring access and equity for all. Early Childhood Education Journal, 35(2), 167-171. doi: 10.1007/s10643-007-0177-4.
[7].Forlin, C., & Chambers, D. (2011). Teacher preparation for inclusive education: increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education, 39(1), 17-32.
[8].Acharya, R. 2024. Policies and Provisions for Children with Autism Spectrum Disorder in Inclusive Education COntext. Journal of Education Research and Innovation, 4(1).
[9].Dawadi, D., & Bissaker, K. 2020. Inclusion of Children with Disabilities in Early Childhood Development Programs in Nepal: Construction of a Stakeholder Informed Framework. Asian Journal of Inclusive Education, 8(1): 79–105.
[10].Galaterou, J. 2017. Teachers’ Attitudes towards Inclusive Education: The Role of Job Stressors and Demographic Parameters. International Journal of Special Education, 32(4).
[11].Heys, M., Gibbons, F., Haworth, E., Medeiros, E., Tumbahangphe, K., et al. 2018. The Estimated Prevalence of Autism in School-Aged Children Living in Rural Nepal Using a Population-Based Screening Tool. Journal of Autism and Developmental Disorders, 48. https://doi.org/10.1007/s10803-018-3610-1.
[12].Shrestha, D. 2023. Early Childhood Education and Development in Nepal: Status, Trends and Challenges. DMC Journal, 8: 63–72.
[13].Shrestha, S. H. 2019. Perspectives of Teachers on Autism Spectrum Disorders (ASD) in Nepal. Interdisciplinary Research in Education, 4(2): 190–207.
[14].Smith, T., Polloway, E., Patton, J., & Dowdy, C. (2005). Teaching students with special needs in inclusive settings IDEA 2004 (Fourth Edition ed.). United States of
[15].America: Pearson Education, Inc.
[16].Tang, P. T. (2022). Toward vocational training for young people with Autism Spectrum Disorder (ASD) in Malaysia: Challenges, opportunities and reasonable hope.
[17].Underwood, K., Valeo, A., & Wood, R. (2012). Understanding inclusive early childhood education: a capability approach. Contemporary issues in early childhood, 13(4), 290-299. www.wwwords.co.uk/CIEC
[18].Yasar, P. & Cronin, K. A. (2014). Perspectives of College of Education Students in Turkey on Autism Spectrum Disorders. International Journal of Special Education, 29 (1), 1-15.

Copyright © 2025 Nipesh Acharya Creative Commons License Publishing time:2025-08-13
This work is licensed under a Creative Commons Attribution 4.0 International License