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Related Concept Videos

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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
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Autism spectrum disorder (ASD) is a neurodevelopmental condition marked by persistent deficits in social communication and interaction alongside restrictive and repetitive behaviors or interests. ASD is sometimes accompanied by intellectual impairment.
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Updated: May 12, 2025

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First-Hand Experiences of Autistic Students About Teacher Autonomy Support, Structure, and Involvement: A

Fernanda Esqueda Villegas1, Steffie van der Steen2, Alexander Minnaert2

  • 1Department of Inclusive and Special Needs Education, Faculty of Behavioural and Social Sciences, University of Groningen, Grote Kruisstraat 2/1, Groningen, 9712 TS, the Netherlands. m.f.esqueda.villegas@rug.nl.

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Autistic students in mainstream schools value teacher structure and support, finding confidence and mastery through clear expectations. Approachable teachers and peer interactions are crucial for their learning experiences.

Keywords:
AdolescentsAutistic studentsInclusive educationMexicoNetherlandsSecondary educationSelf-determination theory

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Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Autism Research

Background:

  • Limited opportunities exist for children and adolescents, particularly autistic individuals, to share their lived experiences in research.
  • Autistic voices are underrepresented in autism research, necessitating studies that center their perspectives.

Purpose of the Study:

  • To investigate the classroom experiences of autistic students in mainstream secondary schools.
  • To explore autistic students' perceptions of teacher autonomy support, structure, involvement, and classroom interactions.
  • To identify factors influencing the learning experiences of autistic students.

Main Methods:

  • Qualitative study employing video-stimulated recall (VSR) interviews with 13 autistic students.
  • Students viewed recordings of their lessons to share thoughts and emotional reactions.
  • Data analyzed using deductive and inductive approaches.

Main Results:

  • Autistic students showed varied responses to autonomy support but universally valued teacher-provided structure for confidence and mastery.
  • Fear of mistakes, exacerbated by peer reactions, was a significant challenge.
  • Supportive, approachable teachers and positive teacher-peer interactions were vital for clarity and progress.

Conclusions:

  • Teacher structure, approachability, and positive peer interactions significantly impact autistic students' learning in mainstream settings.
  • The video-stimulated recall (VSR) method is effective for interviewing autistic youth.
  • Findings offer practical insights for secondary school teachers to foster more inclusive environments for autistic learners.