Exploring teachers’ experiences when teaching autistic students in Kosovo’s mainstream primary schools

Across the globe, the rising number of autistic children highlights the growing need for more inclusive learning environments. The role of teachers is crucial in creating such learning environments. Understanding teachers’ experiences is therefore essential for revealing the challenges faced in creating inclusive learning environments. However, while research on this topic exists globally, there is a notable lack of studies focused on Kosovo. The current study begins to address this gap by exploring teachers’ experiences supporting autistic students in Kosovo’s mainstream primary schools. From analyzing interview data from eight teachers, three major themes were constructed: ‘Inclusion in the Classroom’, ‘Challenges when teaching autistic students’, and ‘Supportive Factors’. Analysis illustrated the diverse strategies used by participants when trying to create inclusive learning environments. While participants shared their proactive strategies, the analysis highlighted significant challenges that impacted the fostering of inclusive education in Kosovo’s mainstream primary schools. Messages for practice and research are considered, with conclusions emphasising the need for more tailored professional development opportunities and stronger collaboration with other school stakeholders to support autistic students to achieve their potential.