Exploring Bhutanese teachers’ knowledge and use of strategies for the inclusion of students on the autism spectrum

Despite the increasing number of students on autism spectrum attending regular schools worldwide, research knowledge and use teaching strategies to support inclusion in South Asian region remains scarce. The current study was informed by Florian Spratt’s Inclusive Pedagogy Framework utilised an exploratory sequential mixed-method design investigate Bhutanese teachers’ pedagogical for spectrum. Data collected via semi-structured interviews (n = 16), classroom observations 7) online surveys 106). analysis revealed that although teachers reported their effective inclusive strategies, they made limited them practice, which resulted micro-exclusion despite physical placement classrooms/schools. Recommendations enhancing skills capacity implement including are provided.