IMPROVING THE INTEGRATION OF AUTISTIC STUDENTS INTO GOVERNMENT PRIMARY SCHOOLS IN QATAR

Abstract

This study critically examines the challenges and proposes solutions for the integration of autistic students into government primary schools in Qatar, focusing on a secondary data analysis methodology. The research is grounded in a qualitative content analysis framework, meticulously sifting through a broad array of secondary sources, including scholarly articles, official reports, policy documents, and publications from non-governmental organizations. This comprehensive approach is designed to unravel the complexities surrounding the integration of students with autism, highlighting societal attitudes, educational policies, and the existing infrastructural setup in Qatari schools. The methodology section outlines a systematic process of data collection, initial reading, open coding, categorization into themes, and detailed analysis. This structured approach enables the identification of recurring issues such as social integration challenges, educational support needs, policy barriers, and the necessity for teacher training and awareness. The subsequent analysis dives deep into these identified themes, offering a nuanced understanding of the obstacles to integration and the potential strategies for enhancing educational experiences for autistic pupils. Findings from the study underscore the importance of specialized training programs for teachers, development of educational materials tailored for autistic students, and broad-based awareness campaigns to demystify autism. The research advocates for a collaborative model involving enhanced parent-school communication, early identification and assessment of autism, and the customization of lesson plans to meet the diverse needs of autistic students. Moreover, it calls for legislative changes and increased financial resources to support the integration efforts.

Date of Award	2024
Original language	American English
Awarding Institution	HBKU College of Islamic Studies