A Qualitative Exploration of Teachers’ Experiences with Autism Spectrum Disorder in Autism Centers in Central Uganda

Abstract

While autism has received attention in education research, it is notable that teachers of children with autism are under- researched, especially in the Ugandan context. This phenomenological qualitative study explored the experiences of teach- ers supporting children with ASD in central Uganda. Using interpretative phenomenological analysis (IPA), interviews were conducted with ten teachers from selected autism centers in Kampala. Data collection involved open-ended questions exploring teaching practices, challenges, and personal experiences. Analysis followed the seven-stage IPA process, ensur- ing a thorough exploration of themes. Four main themes emerged: challenges in teaching children with ASD, stigma and discrimination, emotional impact on teachers, and the debate between pharmacological and non-pharmacological interven- tions. Teachers expressed difficulties in recognizing ASD, lack of specialized training and resources, and the emotional toll of their work. Stigma and discrimination were pervasive, affecting both students and teachers. Teachers favored holistic approaches over medication, emphasizing the importance of supportive environments. Despite the emotional toll, teachers also acknowledge the transformative impact on their personal growth, fostering patience and empathy. Teachers in central Uganda face significant challenges in supporting children with ASD, including stigma, resource limitations, and emotional strain. Tailored interventions addressing these challenges are essential for improving outcomes for students with autism. Holistic approaches emphasizing support and understanding should be prioritized over pharmacological interventions, aligning with cultural and contextual needs.