Strategies for Preparing Special Education Teachers to Work with Children with Autism in Inclusive Schools

Intizar Yelamanova, Butabayeva Laura Askarovna, Asiya Darkembayeva, Akbota Issabek

2026

Full text Open access: Gold Metadata (CSL-JSON)
DOI 10.59941/2960-0642-2026-3-225-239
Data confidence 70 medium
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Abstract

The growing number of students with autism spectrum disorder (ASD) enrolled in general education schools has intensified the need for classroom teachers who possess the competencies required to support their communication, behavioral, social, and academic needs within inclusive settings. This article presents a systematic literature review of strategies for preparing general education and special education teachers to work with students with ASD in inclusive secondary schools, with particular attention to the institutional and regional context of Kazakhstan. The purpose of the review was to identify, analyze, and synthesize evidence-based instructional approaches, practicum-based training models, and collaborative practices that support teachers' classroom readiness. The review followed a four-stage, PRISMA-informed procedure: literature was searched in Scopus, Web of Science, ERIC, and PubMed, as well as in Kazakhstani institutional sources, for the period 2010–2024; 143 records were identified, 104 remained after duplicate removal and title/abstract screening, and 86 sources were retained for thematic synthesis after full-text eligibility assessment. The retained sources were coded inductively into seven thematic categories. The synthesis shows that applied behavior analysis, structured (TEACCH-based) teaching, and communication-focused interventions are the classroom strategies most consistently supported across the reviewed literature; that sustained practicum placements and mentorship measurably strengthen teachers' confidence and classroom decision-making; and that in Kazakhstan the uneven regional distribution of Psychological-Medical-Pedagogical Consultation (PMPC) services and specialized autism centers restricts general education teachers' access to specialist support, particularly outside major cities. The article offers practical, classroom-level recommendations for general education schools, teacher-training universities, and education policymakers seeking to strengthen inclusive practice for students with ASD.