EDUCATIONAL SUPPORT FOR STUDENTS WITH AUTISM SPECTRUM DISORDERS: A PEDAGOGICAL MODEL FOR INCLUSIVE LEARNING ENVIRONMENTS
Abstract
Educational support for students with Autism Spectrum Disorders (ASD) is a growing priority within inclusive pedagogy. Traditional support models often rely on deficit-based interventions, failing to address the complex, multidimensional needs of students with ASD. This study presents a redefined concept of support as an integrated pedagogical process—one that fosters participation, autonomy, and cognitive, communicative, and adaptive growth. Drawing on theoretical foundations and empirical classroom research, the study introduces the SPARK model (Supportive Environment, Partnership, Autonomy, Results, Communication) as a framework for structuring inclusive educational practices. The model was developed through action research in real educational settings with 58 students with ASD and their teachers. Findings demonstrate that personalized, consistent, and structured support leads to improved student engagement, learning outcomes, and social inclusion. Teachers reported increased confidence in implementing differentiated strategies, while students showed higher levels of participation and motivation. The SPARK model proves to be both a conceptual and practical tool, enabling educators to transform daily teaching routines into inclusive experiences. This research contributes to the field of inclusive education by offering an evidence-based approach that supports systemic change in how support is perceived and enacted across educational environments.
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DOI: http://dx.doi.org/10.46827/ejse.v11i5.6203
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