An Examination of Preschool Teachers' Perceptions of Autism in the Context of Neurodiversity

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This study aims to examine perceptions of autism spectrum disorder (ASD) and teachers' experiences with autistic individuals within the frameworks of the neurodiversity perspective and the medical metaphor. Teacher perspectives, digital content from platforms such as YouTube, and approaches of non-governmental organizations (NGOs) toward autism were analyzed. Conducted using qualitative research methods, the study employed semi-structured interviews, and the data were analyzed with Maxqda software. The findings reveal that perceptions of autism vary among teachers. Those adopting the neurodiversity perspective view autism as a neurological difference and a societal enrichment, while those adhering to the medical metaphor define autism as a disorder or illness. Furthermore, teachers were found to use individualized strategies, adapted teaching materials, and peer-supported education in teaching autistic individuals. However, challenges such as classroom management, communication with parents, and lack of resources were identified. Although digital platforms and NGOs play a role in raising awareness about autism, they predominantly address the issue from a medical perspective. In conclusion, it is recommended to enhance societal awareness of autism, promote the neurodiversity perspective, and develop inclusive educational practices. These approaches may contribute to enabling autistic individuals to lead more meaningful and independent lives.