Challenges Faced by Teachers in Developing Social Communication Skills among Students with Autism Spectrum Disorder in Punjab

https://doi.org/10.5281/zenodo.17086350

Abstract

Teachers in Punjab face significant challenges in developing social communication skills among students with Autism Spectrum Disorder (ASD), yet limited research explores these barriers in the local context. This quantitative study employed a descriptive survey design to examine the challenges and the strategies they currently employ. Employing a quantitative, descriptive survey design, data were collected from 100 teachers using a structured questionnaire. Findings revealed that the most significant challenges reported by teachers were a lack of training in social communication strategies (M = 4.42), limited classroom resources (M = 4.18), and low parental involvement (M = 4.01). Female teachers reported significantly more challenges than male teachers (t(98) = 3.13, p = .002, d = 0.63). In terms of strategies, teachers most frequently used visual aids and schedules (M = 4.09), while peer-mediated interventions and Augmentative and Alternative Communication (AAC) tools were rarely utilized (M = 3.21 and M = 2.75, respectively). One-way ANOVA analyses confirmed that years of teaching experience significantly affect both perceived challenges and the use of communication strategies. The study concludes that inadequate training, resource scarcity, and inconsistent policy implementation, exacerbated by cultural stigma and socioeconomic disparities, hinder effective support for students with ASD. Recommendations include mandatory ASD-specific training, improved resource allocation, enhanced parent-school collaboration, and consistent policy enforcement. Implications for policy and future research are also discussed.

Keywords: Autism Spectrum Disorder, social communication, teacher challenges, inclusive education, Punjab, special education