An exploratory study of English teachers’ perceptions of teaching English to students diagnosed with Autism Spectrum Disorders at primary schools in Hanoi = Nghiên cứu khám phá về nhận thức của giáo viên tiếng Anh
INTRODUCTION
Statement of the problem
Cherie Blair once said: “If every child matters, every child has the right to a good start in life If every child matters, every child has the right to be included And that is so important for children with special needs”
It is estimated there are currently 240 million children living with disabilities worldwide (UNICEF) However, they are often overlooked when formulating policies, which restricts their access to education and hinders their capacity to engage in social, economic, and political life (UNICEF) For a very long time, disabled children were educated in separate classes or separate schools Consequently, people have become accustomed to the fact that special education means separate education However, throughout the past 45 years, the development of education policy has been influenced by research demonstrating the academic and social advantages of inclusive educational placement (Yasamin Bolourian, 2022) Emphatically, UNESCO‟s 2030 Agenda for Global Education states that one of its goals is to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” Consequently, a large number of students with special needs, including those with ASD, are receiving an education in inclusive settings, usually in the context of general education
Recent statistics indicate that a higher proportion of students with special needs are educated in regular schools compared to special schools (Al-Mousa, 2010) Hence, besides the responsibilities and actions of the government and the whole society, the contribution of schools in general, teachers in particular have made a great effort in unlocking the door to Inclusive Education (hereafter IE) for children with disabilities Once students with disabilities are enrolled in general education, their teachers play a significant role in enabling and facilitating inclusive practices that foster equal access to the curriculum and social opportunities in the classroom (Individuals with Disabilities Education Act, 1990, 2004)
In Vietnam‟s formal educational system, English is an optional subject from Grade 1 and becomes compulsory from Grade 3 to 12 Teaching English is a high- demanding duty But to English teachers in inclusive classrooms in general, in primary schools in particular, this duty appears to be doubled in difficulty level because “unlike impairments that involve bodily and sensory functions, the struggles of children with ASD are on another level of complexity since they are not
“tangible” (Vu Hai Ha & Nguyen Nha Uyen, 2020) Much literature has discussed the issues and obstacles that learners with autism face in their English as a foreign language learning process Yet, not much spotlight and acknowledgment has been given to primary EFL teachers who play an essential role in addressing the needs of children with ASD with day-to-day special care and attention
Until now, researchers in the educational field have made a considerable effort to fully acknowledge this issue Most of the studies were conducted on preschool children, with a few involving elementary school children Some studies have discussed the use of intervention programs and strategies, including psychomotor intervention methods and speech therapy, teaching children to understand emotions, how to manage children's behavior, and the application of techniques in intervention for children with ASD Despite the overwhelming number of students with ASD in Vietnam, the efficiency of IE implementation with children with ASD has not previously been evaluated (Tran Van Cong, et al., 2020) Additionally, there is not much data on teaching English to young learners with autism in Vietnam, as well as teachers‟ perceptions of teaching English to this population of students, are absent in both literature and practice
Given that teachers‟ perceptions can dramatically affect the learning outcomes of students with ASD, it is important to understand these viewpoints to determine how to best support teachers in creating the most beneficial learning environment for their students In conjunction with that, this paper intends to investigate elementary school English teachers‟ attitudes toward the inclusion of students with ASD and their preparation in teaching this group of students Through teachers‟ perspectives, this study also examines the contextual challenges they encounter when working with students with ASD in English classes in mainstream primary schools
My decision to undertake this study was inspired by observing my sister‟s experience Having a sister who teaches English to students with ASD, I have witnessed the challenges she faces daily and the significant influence she has on these students' English language learning journey In addition to this, with a close connection to a family member working directly with students with ASD, I have gained insights into the unique difficulties and opportunities that arise in this educational context This has led me to recognize the importance of exploring teachers' perceptions and the challenges they meet when teaching English to this population of students It is my aspiration that this research will contribute to streamlining the teaching process and enhancing its effectiveness.
Aims and objectives of the study
The primary aim of this study is to investigate the perceptions of English teachers in primary schools in Hanoi regarding the teaching of students with ASD This includes exploring their attitudes towards the inclusion of ASD students in mainstream classrooms, evaluating their level of preparation, and identifying the contextual obstacles they face in this special educational context
To achieve these aims, the study has the following specific objectives: Firstly, the attitudes of primary school English teachers toward the inclusion of ASD students in their regular classrooms were determined, and analyses were conducted on how teacher-related factors such as age, gender, type of school, and teaching experience influence their attitudes Secondly, the current level of preparation that the teachers have for teaching ASD students was evaluated, and areas where additional training is needed to enhance their readiness were pinpointed Lastly, the contextual challenges teachers encounter in their teaching process were documented, and potential support that could mitigate these challenges and improve teaching outcomes for ASD students was explored
These objectives are designed to systematically address the broad aims of the study, ensuring a comprehensive understanding of English teachers working with ASD students in primary schools in the capital of Vietnam.
Research questions
Taking into consideration all the information previously presented, the three following research questions (RQ) emerged:
RQ 1: What are primary school English teachers' attitudes toward the inclusion of students with ASD in mainstream classrooms?
RQ 2: How are they prepared to teach English to students with ASD?
RQ 3: What are the contextual challenges that affect effective teaching for students with ASD?
Scope of the study
The study was conducted among 48 English teachers in primary schools in Hanoi The teachers come from both state and private primary schools where there is the inclusion of students with ASD in their classes
Central to this study are the attitudes of primary English teachers toward IE, preparation for teaching students with ASD, and the external barriers they encounter in implementing inclusive practices
In terms of primary English teachers’ attitudes toward the inclusion of ASD students in mainstream classes
Gall, Borg, and Gall (1996:273) define attitude as “an individual's viewpoint or disposition towards a particular “object” (a person, a thing, or an idea)” The term
"attitudes," as used in this study, referred to teachers' emotional responses regarding the inclusion of students with ASD into mainstream educational environments The study aimed to identify whether they have positive or negative reactions toward this particular educational approach
In terms of their preparation for teaching students with ASD
The term “preparation” pertained to the extent of training that made them feel equipped and confident in their ability to effectively instruct students identified with ASD within their classrooms By doing so, it aims to identify deficiencies in teacher preparedness concerning their construction for ASD students in this academic context
In terms of contextual challenges in teaching students with ASD
This study explores the external obstacles that teachers face in teaching students with ASD in order to facilitate a more inclusive and supportive learning environment
Through exploring teachers' comprehension of ASD, their perspectives on inclusion, readiness to educate students with ASD, and the obstacles they face, the researcher aimed to offer a more comprehensive picture of the English teaching process of elementary EFL teachers in mainstreaming ASD learners, promote IE and advocate for the success of these special students in this special learning environments.
Significance of the study
This exploratory study holds both theoretical and practical significance
This exploratory study significantly advances research in IE by examining English teachers' perceptions of teaching students with ASD It enhances educational psychology by providing insights into how teachers respond to the educational inclusion of students with ASD in the regular educational context, how they get ready for their duty, and what challenges they encounter in this unique process These findings can guide the development of interventions and support mechanisms for both teachers and students Furthermore, the study offers valuable input for designing and refining teacher training programs, identifying gaps in teacher preparation, and informing the development of targeted training modules to promote inclusive teaching practices
The study's practical significance lies in its ability to identify the challenges faced by teachers and provide a foundation for developing practical solutions and resources for the English classroom By pointing out the difficulties encountered when teaching students with ASD, the research directly influences professional development initiatives, helping to tailor training programs, workshops, and resources that equip teachers with the skills needed to effectively support these students The study's findings also guide educators and school administrators in implementing more inclusive classroom practices and developing supportive environments, teaching materials, as well as instructional strategies that address the diverse needs of students with ASD Ultimately, the research promotes the well-being of students with ASD, contributing to improved academic and social outcomes by creating a positive and supportive learning environment.
Structure of the thesis
This study is divided into five chapters
In Chapter I, the Introduction and description of the research‟s topic set the context of the investigation This part also introduces the research questions, gives a justification for pursuing the research, and provides an overview of the concepts that guide the study
Chapter II is the Literature Review In this chapter, theories underlying the research and literature that help to frame the study will be reviewed
Chapter III will focus on the Research Methodology The methodology employed during the investigation will be described This chapter will also explain the reasons for adopting a mixed-method design, provide details about the participants and the context of the study, and present the data collection instruments The flow of the research is maintained by transcription and data analysis steps This section will finish by discussing the ethical considerations of the study
Chapter IV is the Findings and Discussion of the study This one will present the results of the study Answers to the research questions are also provided Then an insightful discussion of these results will be provided
Chapter V will summarize the findings through a conclusion and provide insights into the English teachers‟ perceptions of teaching English to ASD primary students in the regular educational setting At the end of this part, the limitations of the study and recommendations for further research on the topic will be discussed.
LITERATURE REVIEW
The national context and public policies in relation to ASD students
In Vietnam, according to the available data, there are approximately half a million children with disabilities (UNICEF) This source also indicates that too many minors with disabilities remain out of the classroom, especially at primary or secondary school ages For years, great efforts have been made to make sure that “no child is left behind” In 1991, the Center for Special Education of the Vietnamese National Institute for Educational Sciences began developing and disseminating training materials to support the inclusion of primary-school-age students with mild, moderate, and severe disabilities in general education classrooms In 2018, the Ministry of Education released Circular No 03 which sets out the objectives, requirements, and support for this group of children in the inclusive education model (Vietnam‟s Ministry of Education and Training, 2018a) That‟s the reason why of all the Asian countries, Vietnam is regarded as the most inclusive in terms of education for children and youth with disabilities
In our country, ASD was acknowledged in the early twenty-first century and was formally recognized as a type of disability at the beginning of 2019 It was categorized as one of the current neurodevelopmental disorders (Ministry of Labor, War Invalids, & Social Affairs, 2019) And then, the nation started to pay attention to and address the needs of children and young people with autism (Tran Van Cong, et al., 2020)
Statistics on the number of pupils identified with ASD in Vietnam and the various supports individuals with ASD need are still incomplete (Tran Van Cong, et al., 2015) According to Tran Van Cong and Nguyen Thi Hai Yen (2017), the number of youngsters identified as experiencing autism has rapidly increased The study also mentions that, estimatedly 0.5%-1% of children in Vietnam are documented to have ASD Thus, with 7.7 million children ages 6 to 11 (General Statistics Office of Vietnam, 2019), it is reported there are approximately 38,500 to 77,000 students with ASD in elementary schools in Vietnam
Given that education plays a significant role in every individual‟s life For students with special needs, a greater understanding along with the creation of supporting educational programs is urgently required (Ni Nyoman & Luh, 2019, p
159) Therefore, equality and equity in education must be enhanced and supported to meet the need of giving attention and care to students with special needs, specifically students with ASD The awareness of this group of learners has been increasing notably both globally and in the context of Vietnamese education
In 2019, for the first time, national education law identified IE as the preferred mode of education and stated that the State shall adopt policies to support the implementation of inclusive education (Vietnam Law on Education, Article 15) Accordingly, children who have special needs because of physical or mental impairments are no exceptions and have the fullest rights to receive education, training, and assistance to optimize their chances of self-development and social integration Therefore, children with ASD also have opportunities to assess the same learning programs, particularly learning English as normal students in the framework of mainstream schooling
In the dynamic landscape of contemporary education, the inclusion of students diagnosed with ASD in mainstream primary schools presents a unique set of challenges and opportunities It can be seen that the government is making efforts to assist ASD students in their engagement in regular education, prioritizing their overall welfare and enhancing their quality of life.
ASD and its features
The word "autism" is derived from the Greek word "autos", which means "self" and indicates the “aloneness” of a person The term was officially introduced by an American scientist named Leo Kanner in 1943 Kanner‟s research results were recognized as scientifically validated, leading his study to become the benchmark for classic low-functioning autism (Wire, 2005)
The American Psychiatric Association (APA) defines Autism Spectrum Disorder as a lifelong condition characterized by social communication difficulties and repetitive behaviors Clinically, ASD negatively affects behavioral and communication aptitudes in individuals The APA organization also regards the symptom as a neurological condition in which children struggle to interact with others or exhibit a pattern of repetitive or restricted behaviors Similar information represented in the research by Odom and Wong (2015) states that restricted or repetitive behaviors, communication challenges, and social interaction problems are all typical features of ASD Both APA and Odom and Wong (2015) point out that the disorder manifests typically during the first three years of a child‟s life
According to Wing (1988), there are three main types of ASD: Autistic Disorder (AD) (also referred to as “classic” autism), Asperger‟s Disorder (AsD), and Pervasive Developmental Disorder-Not Otherwise Specified (PDD-NOS)
ASD may have different effects on different people in different ways and can range from mild to severe Autism has impacts on various aspects of a child‟s cognitive and social development, and children with ASD are reported to have a typical way of thinking, learning, paying attention, and responding to sensations As stated in Faja, Susan et al (2006), the disorder involves a triad of impairments including delay and deviance in social interaction and relationships, communication and language, and restricted interests and repetitive behaviors According to Standifer
(2009), autism is a "developmental disorder with a neurological basis that affects a person's thinking, perception, attention, social skills, and behavior."
In comparison with the previous years, the number of children diagnosed with ASD considerably increased recently More specifically, in 2020, the Centers for Disease Control and Prevention (CDC) reported that ASD affects an average of 1 in
54 children in America Rapidly, in 2023, this source announced that the number is 1 in every 36 children However, there has been no identified reason for this disorder and there are still no means of preventing its development (Newschaffer et al., 2006; Huang & Wheeler, 2006; Rao & Gagie, 2006) In the same point of view, Roberts & Prior (2006) believe that the original causes of ASD have not yet been recognized However, they believe that there is strong evidence that to a large degree, genetic factors underlie its development in many but likely not all cases Although ASD cannot be medically diagnosed, children can be evaluated through observational and developmental evaluations by trained specialists including psychiatrists, psychologists, and pediatricians (APA, 2018) Hamilton (2000) notes that: “Unlike other diseases, which can be diagnosed by their physiological symptoms and medical testing, autism is determined by how closely the child‟s condition fits certain criteria” According to Lord et al (2018), thanks to the advancements in medical and professional fields, “the outlook for many individuals with autism spectrum disorder today is brighter than it was 50 years ago; more people with the condition are able to speak, read, and live in the community rather than in institutions”.
Inclusive Education
In practice, “Inclusion” is considered “the continuing process of increasing the presence, participation, and achievements of all children and young people” (Ainscow, 2005)
UNESCO (2017) states that “Inclusion” is a process that helps learners overcome the barriers that are limiting their presence, participation, and achievement
In educational settings, “Inclusion” means including children with various conditions, backgrounds, and abilities in the same classroom Voltz et al (2001) define “Inclusion” as a teaching philosophy in which students with special needs participate actively with their typically developing peers Theoretically, “Inclusion” is a philosophical choice that emphasizes "the importance of bringing diverse students, families, educators, and community members together," with the goal of creating a welcoming learning environment that gives each individual student a sense of respect, acceptance, and belonging (Padmadewi, 2017)
“Inclusion” can be defined in a variety of ways, but the underlying premise of most definitions stays the same: all students are included in learning (Jung et al., 2019)
Recent years have witnessed a lot of worldwide discussion regarding Inclusive Education (IE) Article 24 of the Convention on the Rights of Persons with Disabilities recognizes IE as the means to fulfill the right to education for people with disabilities (United Nations, 2016)
The original ideology of IE is established on the rights of those with disabilities to be included Currently, there is a general consensus that there should be no requirement restricting IE to those considered to have disabilities (Higgins, MacArthur, & Morton, 2007) In today‟s world of education, IE has been highlighted in order to ensure that children with disabilities have the same opportunities and possibilities of receiving the best education
According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), IE is generally understood as “a process of addressing and responding to the diversity of needs of all learners through increasing participation in learning, cultures, and communities, and reducing exclusion from education and from within education.” (UNESCO, 2005)
The term "Inclusive Education" is further explained as a "response to global concerns that all children and young people have the right to access and complete a free and compulsory education that is responsive to the needs and relevant to their lives" (Carrington et al., 2012:5)
After the release of the United Nations Convention on the Rights of the Child
(1989) which guarantees the right to education free from discrimination, IE is now viewed as a crucial human rights issue (Ruijs & Peetsma, 2009)
From a human rights standpoint, IE is perceived as the best strategy for ensuring the universality and equality of access to education In this sense, inclusivity in education for children with ASD means that they have the right to attend mainstream education settings Additionally, since UNESCO's Salamanca Statement, there has been a greater commitment to IE for all students, regardless of disability Adherence to an inclusive rights-based perspective is connected to a greater proportion of youngsters with disabilities in regular classrooms, including those with ASD (Roberts & Simpson, 2016)
Educational inclusion of students with autism has long been a fiercely controversial topic (Harrower, 1999; Kauffman & Hallahan, 1995) and one of the contributing factors to the controversy over inclusion is the shortage of studies that have concentrated directly on procedures for facilitating educational inclusion (Hunt & Goetz,1997) In the past, students with impairments have been separated from their peers, and even from society as a whole (Karagiannis, Stainback, & Stainback, 1996) However, there has been a growing trend in recent years to include students with autism and other special needs in general education classrooms alongside their typically developing peers (McDonnell, 1998) Furthermore, studies of the academic and social advantages of inclusive educational settings have influenced the development of education policy over the past forty-five years As a result, a large number of students with impairments, including those with ASD, are receiving an education in an inclusive environment, primarily in the general education setting (Bolourian et al., 2021)
2.3.3 Benefits of IE for children with ASD
The recent rise in ASD prevalence has resulted in an increase in the number of youngsters with ASD enrolled in mainstream educational institutions, particularly elementary schools (Cappe et al., 2017; Van Herwegen, 2019) Johnstone (2010) highlights that inclusion in education focuses on the effort to eliminate or reduce learning difficulties caused by inaccessible pedagogy, unsuitable expectations, or the environment that limits physical ability
Research on the advantages of inclusion has primarily investigated how it affects kids with ASD Parents who support their children with ASD's right to receive an education in inclusive settings believe that doing so will give their children the chance to interact with neurotypical peers, which is thought to be crucial for their development (De Boer et al., 2010; Koster et al., 2009)
Previously, the findings of studies of children with ASD‟s inclusion were not very encouraging In the 1980s and 1990s, several studies were conducted to promote the inclusion of children with ASD in mainstream educational settings However, the results are not particularly persuasive Downing (1996) carried out a qualitative study on the inclusion of students with autism, intellectual impairments, and behavioral challenges and discovered that by the end of the study, the students were not performing at grade level, having difficulty engaging socially, and having difficulty managing their behavior Additionally, a study undertaken in 2021 by two Scottish researchers - McGregor and Campbell, 2001 indicated that only a minority of mainstream teachers thought that children with autism should be integrated where possible
However, in recent years, with the development of research on autism, the increased understanding of this disorder among teachers, as well as educational policies for this special group, the quality of IE for children with ASD has been significantly improved As Kozoloff (1971) states students with autism might succeed in normal classrooms provided that teachers, curricula, and other components of the educational environment were prepared in specific ways Children with autism are frequently stigmatized, and ensuring that children with autism are integrated into regular classrooms helps raise awareness of autism while also fostering more positive attitudes toward it (Anthony et al., 2020) Cited in Mazurik Charles & Stefanou (2010), inclusive classrooms are believed to be an optimal setting for the implementation of social interaction therapies and behavioral interventions for kids with autism because of the availability of peers to interact with in a natural location Other research also points out that there are higher favorable outcomes in terms of social and cognitive development when students with ASD are included in the same educational settings as children who are normally developing (Cappe et al., 2017) According to Allen & Cowdery (2005), IE has three advantages: first, it upholds children's fundamental rights regardless of their abilities or disabilities; second, it offers high-quality education; and third, it gives kids opportunities to improve their social skills With the same point of view as Allen & Cowdery, Koegel et al (2011) state that children with impairments do better academically and socially when they learn with classmates who are normally developing
The benefits of inclusion extend beyond students with ASD; it additionally aids peers around them Inclusion benefits every student in a classroom by reducing preconceptions and encouraging learning among all others in their class (Anthony et al., 2020) Peers become aware of how to interact with and respect students with ASD and their behaviors equally (Eldar, et al., 2010) According to Mcallister and Hadjri
(2013), inclusive school environments lay the foundation for a more inclusive society in the future since children acquire tolerance at young ages.
Teaching English to students with ASD
2.4.1 Teaching English to students with ASD
Teaching is the process of transferring knowledge from the instructor to the student whether in a formal or informal setting Rajagopalan (2019) describes teaching as an effective interaction between teachers and students It can be understood that a successful teaching and learning process depends significantly on the interaction between the teacher and the students However, sometimes there is a specific condition that prevents the process from going well This is because each learner has different needs, especially those who struggle with mental disorders like ASD.This highlights a fundamental issue in the current educational system: the one- size-fits-all approach often fails to accommodate the diverse needs of students, particularly those with ASD
Given these challenges, most students with ASD ask for a specific teaching style as well as a supportive learning atmosphere Therefore, the increasing presence of learners with ASD in mainstream classrooms has heightened the necessity for teachers to accommodate the expanding range of needs Teaching English to ASD learners is not an easy duty The challenge occurred because of the inadequate training and resources provided to teachers, which points to a systemic neglect of special education needs Undoubtedly, problems typically arise with students with ASD when there is a lack of tools, resources, as well as proper training Teaching English to children with ASD is more challenging than teaching English to normal ones and in normal conditions
It is also recommended that in order to understand better a learner with ASD and target the teaching process appropriately, the instructor should be aware of the strengths and weaknesses of this type of learner Based on the learners' strengths and weaknesses, some fundamental guidelines that can serve as a springboard for classroom activity can be suggested It is critical for learners with ASD to organize things and develop in a structured way Everything should be in order: the framework of the lesson, the timetable, instructions for classwork, and their surroundings (classroom, desk, pencil box, etc.) Any irregularity in their routine might distract learners‟ attention and generate problems in the classroom.
Possessing different characteristics compared to typical children, children with ASD require different conditions and methods to acquire the English language
As a result, various studies have been conducted by researchers worldwide to investigate possibilities and develop techniques for teachers to assist youngsters with autism with their language skills
It is documented that this group of learners has the tendency to think visually because the part of the brain associated with visual tasks is more active (Darula,
2001) Hence, a visual strategy seems to be the most suitable for them Previous scientific works show that social stories can also help learners with autism grasp social situations, infer others' viewpoints, and demonstrate acceptable behavior (Hashim, 2021) In conjunction with this, it is anticipated that a tailored module comprised of social stories and images will aid in enhancing the motivation and interest of learners with autism in their language learning process Despite these findings, the integration of such strategies into mainstream curricula remains inconsistent, highlighting a disparity between research and practice
Ford (2013) proposes some other strategies for teachers in handling students with ASD, including co-teaching, differentiated instruction, and peer-mediated Another strategy proposed to help the teaching process is differentiated instruction It is defined as the instruction provided to students based on the different needs of the students in the same classroom (Nordlund, 2003) The differentiated instruction approach is one among the other teaching approaches that accommodate the different needs and abilities of students with autism in an inclusive education setting (Sandra, L A & Kurniawati, L A., 2021)
Besides the teaching strategies in EFL classes, there are also some techniques utilized by teachers to more effectively support students with ASD in learning English Research points out that, children with ASD thrive on routine, visuals, and a calm educational setting When teaching in a classroom with learners with ASDs, teachers should bear in mind that good classroom management is essential to ensure the students have the safe environment they need to succeed in learning This again underscores the necessity for specialized training in classroom management techniques tailored to ASD students, a need that is often unmet in general teacher education programs
In this aspect, Vu Hai Ha and Nguyen Nha Uyen (2020) conducted a research focusing on classroom management techniques for teaching English inclusively to primary students with ASD in Vietnam Their study involved 109 EFL instructors in
20 cities across the country The participants of the study were given survey questionnaires, followed by a series of interviews and in-class observations The results of the study, firstly, provided an overview understanding of the challenges faced by English instructors in Vietnam's primary schools while working with pupils who have autism Secondly, in terms of classroom management, the instructors suggested two systems: the buddy system and the classroom regulation system, which were seen to be useful for creating a constructive classroom environment In addition to this, the study also developed two principles teachers should keep in mind when developing classroom management strategies, namely: 1) Consider special students' characteristics and 2) Reinforce special students' self-esteem Last but not least, the study also identified possibly harmful actions by teachers due to the lack of special educational training that deserves more attention in the subsequent examinations In an overlook, the discussion could hold practical implications for researchers and teachers working with ASD students in Vietnam This highlights a critical need for more extensive and specialized training programs for teachers, which are essential for the effective inclusion of ASD students in mainstream education
Overall, the discussion holds practical implications for teachers working with ASD students in Vietnam It also calls for systemic changes in teacher education and ongoing professional development to better equip them for the challenges of teaching English to these unique students
2.4.2 The attitudes of English teachers toward the inclusion of ASD students in mainstream classes
For the complete inclusion of students with ASD in regular English classes, in the same environment as their typically developing peers, numerous factors need to be taken into consideration (Mesibov & Shea, 1996) One of them is the attitudes of English teachers toward inclusion
Gall, Borg, and Gall (1996) describe attitude as a person's viewpoint or tendency toward a specific object An attitude is defined by Eagly and Chaiken (2007:586) as "a tendency or latent property of the person that gives rise to judgments as well as many other types of responses, such as emotions and overt behavior" They also argue that attitudes involve cognitive and affective components of behavior and that attitude formation can be conscious or subconscious Experience influences evaluative features such as beliefs and thoughts, feelings, intentions, and outward behavior (Eagly & Chaiken, 2007)
There is a fact that teachers‟ positive attitudes toward ASD students as well as their willingness to engage with ASD differences positively and effectively have a significant impact on not only the attitudes of stakeholders but also the effectiveness of their educational integration (Koster, Nakken, Pijl, & Van Houten, 2009) McGregor and Campbell (2001) add that teachers' attitudes - whether positive or negative - can have a significant impact on how well pupils with autism learn Park and Chitiyo (2011) agree that teachers' attitudes toward students with impairments, especially autism, are vital in their inclusion
However, it is critical to note that many teachers may lack sufficient training in autism, leading to biases and misunderstandings that can negatively impact their attitudes and the success of inclusion efforts There are several factors that influence teachers‟ attitudes toward students with impairments Some of them are gender, age, teaching experience, academic education, and type of school (Avissar, 2000; Bagon,
2017) In terms of gender, Avramidis (2000) and Emmers (2020) highlighted that among teacher-related factors, gender can have a significant influence on teachers‟ attitudes Some studies found that female teachers exhibited more positive attitudes toward inclusion than their male counterparts (Bowman, 986; Alquraini, 2012) However, other studies conducted in high schools revealed that male teachers had more positive attitudes toward inclusion than female teachers (Bhatnagar, 2014) Additionally, some research did not find any significant differences in attitudes between the two genders (Avramidis, 2000; Chhabra, 2010)
The teacher's age is one of the key personal characteristics that may influence their attitude toward the inclusion of pupils with disabilities Heflin and Bullock
(1999) found that teacher age impacted their attitude toward inclusion, with older teachers being more resistant than younger ones Similarly, Parasuram (2006) indicated that teacher age affects attitudes toward inclusion, highlighting that the age group of 20-30 years exhibited more positive attitudes compared to the age group of 40-50 years In conclusion, younger teachers tend to be more familiar with disabilities, teaching curriculum, and technology, which may make them less fearful about including students with significant needs in the regular classroom environment Nevertheless, this generalization may overlook the potential for older teachers to adopt positive attitudes through targeted training and professional development
RESEARCH METHODOLOGY
Research paradigm
Paradigm refers to “a worldview, together with the various philosophical assumptions associated with that point of view” (Teddlie & Tachakkori, 2009) It identifies “an underlying basis that is used to construct a scientific investigation” (Krauss, 2005:64) The choice of research paradigm often depends on the nature of the study, the research questions, and the methods employed
This research followed a pragmatic paradigm As mentioned earlier, this study utilized a mixed methods approach, which combined both quantitative (questionnaires) and qualitative (interviews) methods to explore teachers' perceptions of teaching English to ASD students in primary schools in Hanoi This methodological choice aligned with a pragmatic paradigm, which valued the integration of diverse methods to provide a comprehensive understanding of the research topic The pragmatic paradigm, deeply rooted in the belief that research should be problem-driven and contextually situated, emphasized the practical application of research findings As Johnson and Onwuegbuzie (2004) highlighted,
"the pragmatic approach to research underscores the importance of utilizing multiple methods to address research questions, as well as the application of research findings to real-world issues" (p 23) This paradigm permitted researchers to address complex research questions by drawing upon diverse methodological tools, thereby enriching the depth and breadth of the research process This paradigm acknowledged the dynamic nature of research questions and the need for flexibility in research design Tashakkori and Teddlie (2003) emphasized the pragmatic perspective, stating that
"Pragmatism seeks to reconcile the dichotomy between positivist and interpretive paradigms by prioritizing the utility and practicality of research outcomes."
By adopting a pragmatic stance, this research navigated the complex interconnection of theory and practice, ensuring that the findings were not only academically rigorous but also practically applicable to the specific context of teaching English to ASD students in primary schools in Hanoi Additionally, Maxwell (2013) evaluated that: "Pragmatism emphasized the practical consequences and implications of research findings, emphasizing their usefulness in addressing real-world problems" In this way, the pragmatic paradigm served as a methodological compass, guiding the research toward a balanced and relevant exploration of teachers' perceptions, acknowledging the dynamic nature of inquiry and the need for multifaceted insights.
Participants of the study
Participants: Participants for this study are forty-eight EFL teachers coming from various state and private/international primary schools in Hanoi
* Participants for the survey questionnaire:
For participant selection, a combination of purposive sampling and convenience sampling methodologies was employed
To begin with, Purposive Sampling was applied to ensure that participants were specifically English teachers engaged in instructing primary pupils diagnosed with ASD within mainstream classes This targeted selection method aligned with the study's objective of obtaining insights from educators directly involved in teaching English to students with ASD
In addition, Convenience Sampling was utilized to collect samples that were conveniently located near the researcher's location or through online resources: Some teachers were personally acquainted with the researcher, others were approached through the researcher's network of contacts, and the remainders were recruited from relevant Facebook groups within the EFL teacher community Berg and Lune (2014) emphasized that convenience sampling can be optimal for a study but that it is important to evaluate the sample to ensure that it works for the study
The information of the participants was demonstrated in Table 1 below:
Table 1: Demographic information of survey participants
Characteristics of the survey participants Frequency Percentage (%)
Type of school State school 36 75.0%
Years of experience working with
The demographic information of the study participants reveals a predominantly female attendance, with 46 individuals contributing to 95.8% of the total sample, while male participants are notably fewer at just 4.2% (2 individuals)
In terms of age distribution, the age group of 22-35 is the most engaged, with
22 individuals comprising 45.8% of the participants The groups aged 35-45 and above 45 both consist of 13 participants per group, making up 27.1% collectively
Educationally, the study shows that 75% of participants hold Bachelor's degrees, with 36 individuals falling into this category, while the remaining 25% (12 individuals) have Master's degrees
Regarding workplaces, the majority, 75% of the participants (36 individuals), work at state schools, while 25% (12 individuals) are from private or international schools
In relation to professional experience, the group with 1-3 years of experience is the largest, with 20 individuals contributing 41.7%, followed by the 3-5 years and over 5- year-experienced groups, each with 14 individuals, representing 29.2% respectively
For the research interviews, participants were chosen under the Purposive Sampling method, specifically targeting teachers with three to five years of experience working with ASD students This information was drawn from the questionnaire to ensure that teachers with in-depth knowledge were included in the study By adopting this selection approach, it was expected to gather valuable information from teachers who have the right expertise and firsthand knowledge to share, providing a rich and authentic perspective on the topic under investigation
In this part, 5 out of the 48 participants were selected to take part in the interviews One participant was in the 25-35 age range, two were in 35-45, and the remaining two were above 45 All participants are female and have a minimum of 3-5 years of experience working with ASD students Among them, only one comes from private schools and the rest are from the state ones Three teachers hold Bachelor‟s degrees while the others have Master‟s degrees Regarding years of experience including ASD learners in regular classes, four teachers have more than 5 years of experience while the rest has 3-5 years The teachers participating in the interview are designated as T1 to T5, corresponding to the order of their participation from 1 to 5 The information of the interviewees is demonstrated in Table 2 below
Table 2: Demographic data of interviewees
Age Gender Type of school
Years of experience as an English teacher
Years of experience as an EFL teacher with inclusive education of students with ASD
Data collection
As mentioned at the beginning of this chapter, the research employed a mixed- method approach that involved collecting and analyzing quantitative from survey questionnaires and qualitative data from interviews to answer the research questions
Among four major types of mixed-methods design by Cresswell & Clark,
(2007) (Triangulation Design, Embedded Design, Explanatory Design, and Exploratory Design), the Triangulation Design appeared to be particularly appropriate for the investigation of teachers' perceptions of teaching English to ASD students
The central goal of this design is “to obtain different but complementary data on the same topic” (Morse, 1991:122) to gain deeper insights into the research problem
Figure 1: Triangulation Design (Cresswell & Clark, 2007)
In the current study which involved a large number of teachers, survey research was found to be more appropriate to obtain information from the participants than other types of approaches Survey questionnaires allow the researcher to gather quantitative data from a broad sample of English teachers across various primary schools in Hanoi By distributing survey questionnaires, the researcher can efficiently reach a large number of teachers, ensuring that your findings are gathered from a wide population (Cohen et al, 2007) Besides, survey research is also well-suited for remotely collecting data regarding a large population to assess directly Another plus is that with a large area, for example, in this study were several districts of Hanoi, which can be reached utilizing electronic mail and online surveys Finally, surveys are also convenient because participants were busy and this instrument allowed them to react at their convenience
Interviews, on the other hand, offer qualitative depth, enabling the researcher to delve into the personal experiences and detailed perspectives of individual teachers Through interviews, the researcher can explore the specific external difficulties teachers encounter when teaching ASD students This qualitative data provides rich, detailed insights that can explain the patterns observed in the survey results, offering a more comprehensive understanding of the teachers' experiences and perceptions For example, while surveys might reveal that a significant number of teachers feel unprepared to teach ASD students, interviews can uncover the underlying reasons for this sentiment, such as lack of specialized training or insufficient support from school administration
By employing the Triangulation Design, the research can cross-validate the findings from both surveys and interviews This approach not only enhances the credibility and robustness of the results but also provides a comprehensive picture of the current state of English education for ASD students in Hanoi It allows the researcher to address both the breadth and depth of the research questions, ultimately leading to more informed and actionable conclusions that can inform policy, practice, and future research in this critical area
In this survey, the primary method used to collect essential data was a questionnaire The questionnaire in this study is a modified version of Segall's (2008) Autism Inclusion Questionnaire (AIQ) and Therrien's (2017) adaptations based on theories from the literature review (see Appendix A) Segall originally developed the AIQ in 2008 to explore issues related to the inclusion of students with ASD for his Master's thesis at the University of Virginia Therrien further adapted and expanded the AIQ for his doctoral dissertation in Canada in 2017 The current study modified these questionnaires, reducing sections and making adjustments and additions to better address the research questions
The questionnaire used in this study consisted of three sections: Section 1 gathered demographic information, while Sections 2 and 3 focused on teachers' attitudes and preparation, respectively Sections 2 were adapted from Segall's (2008) research, aligning with the literature review The last section was derived from Therrien
(2017) to evaluate teachers' preparation for working with students with autism
Demographic background in Section 1 included information such as the teachers' age, gender, highest level of education, type of school they are teaching, and their years of teaching experience as an English teacher
The second and third sections of the questionnaire consisted of twelve short questions based on Likert Scaling in which the participants were asked to select from a variety of opinions from extreme negative to extreme positive In this study, a four-point Likert scale was utilized instead of the normal five-point one because the researcher wanted to remove the “neutral” or the “undecided” option from the questionnaire The reason for this is to eliminate the response bias because it was acknowledged that participants are more likely to choose "undecided" rather than paying attention to the questions and thinking honestly about their choices In this part, teachers were asked to respond on a scale of Strongly Disagree (1), Disagree
(2), Agree (3), and Strongly Agree (4) By providing optional responses, the questionnaire ensured participants had the liberty to express their thinking freely on the various items from the questionnaire
Before taking part in this survey, a cover letter (Appendix B) was delivered to all the participants (Appendix B) In the letter, the reason for conducting this study, the steps involved as well as the ethical issues were clearly described
In this investigation, a semi-structured interview approach with open-ended questions is utilized This method of interview has features of both structured and unstructured interviews, thus offering the advantages of both methods
The semi-structured interview questions were designed based on a thorough review of existing literature to address the external challenges faced by English teachers when working with ASD students Key studies that informed the development of these questions include the works of Lindsay et al (2013), Able et al
(2015), and Van Der Steen et al (2020), which provide comprehensive insights into the obstacles encountered by teachers in inclusive classrooms First of all, Van Der Steen et al (2020) identified that teachers‟ lack of knowledge and training regarding how to work with students with ASD is a barrier of educators in IE Additionally, Lindsay et al (2013) explored teachers' lack of teaching resources and its impact on their effectiveness in handling the diverse learning needs of students with ASD Furthermore, Able et al (2015) and Van Der Steen et al (2020) examined the role of school community collaboration, pinpointing the significance of a supportive and cooperative environment for successful IE In addition to this, the literature synthesized by Al Jaffa (2022) was instrumental in shaping the interview questions, integrating these various theoretical perspectives to address the research questions This strong literature foundation ensures that the interview questions are well-grounded in existing research, aiming to uncover the multifaceted challenges and needs of English teachers in inclusive educational settings These theories were incorporated into the interview guide to explore the challenges and difficulties encountered by English teachers in primary schools in Hanoi when teaching ASD students
The interviews were conducted in Vietnamese (Appendix C) to help participants feel relaxed and comfortable, as suggested by Rossman and Rallis (2012) This approach ensured natural and accurate expressions, crucial for high-quality data The video-recorded interviews were transcribed and translated into English, ensuring the richness and depth of participants' responses for a comprehensive understanding of their perspectives and experiences.
Pilot study
In preparation for the main research, a pilot study was conducted to test the questionnaire and interview protocols' effectiveness Four English instructors from two centers in Hanoi, with experience teaching ASD learners, supported the pilot Two instructors tested the questionnaire, and the remaining two participated in the pilot interviews These trials aimed to gather feedback on instrument functionality and alignment with research objectives (Dửrnyei, 2003)
Participants in the pilot phase received a cover letter (Appendix D) detailing the process and related information The questionnaire was distributed via email with a survey link, followed by a Pilot Questionnaire Feedback sheet (Appendix E) at the end Participants completed the survey (Appendix A) and provided feedback on the sheets, focusing on suggestions for improvement (Dửrnyei, 2003)
The pilot study provided valuable insights into the overall appearance, clarity, and effectiveness of the questionnaire Respondents found the questionnaire well- organized, easy to read, and straightforward to complete They confirmed that the instructions were clear and the time required to complete the questionnaire was appropriate However, feedback highlighted the need for minor adjustments to improve clarity and comprehensiveness
Based on this feedback, several changes were made The abbreviation "ASD" (Autism Spectrum Disorders) was included to ensure clarity A “Don’t know” option was added to allow respondents to indicate uncertainty for unfamiliar concepts, thus preventing guessing Additionally, a statement regarding collaboration and support systems within the school environment was added to enhance the comprehensiveness of the questionnaire These adjustments aimed to fine-tune and finalize the questionnaire, ensuring it effectively captured the necessary information with clarity and accuracy
The pilot interviews aimed to assess the realism and effectiveness of the interview methods and identify any unforeseen issues (Alhudaithi, 2015) Participants consented to the interviews, which were scheduled at mutually convenient times Each interview, lasting approximately 30 to 40 minutes, followed a set of predetermined questions (Appendix F) and was video-recorded Subsequently, the researcher transcribed and detailed the interviews for review by the participants, who provided feedback and suggestions on accuracy
Feedback from pilot interviewees indicated that the questions were clear and covered a comprehensive range of topics relevant to teaching English to ASD students, addressing potential challenges effectively One suggestion was to include questions about professional development opportunities for improving teaching quality in this context Based on this feedback, the researcher adjusted and refined the final interview questions accordingly.
Data collection procedure
In relation to the objectives proposed, a plan of activities and task system was outlined (Table 3)
Table 3: Activities and task system in relation to the objectives proposed
Specific Objectives Activities Verification means
Teachers‟ attitudes toward the inclusion of ASD students
- Using online questionnaires (from 7 to 11)
Extracts of the teachers' responses about their attitudes toward the inclusion of ASD pupils
Teachers‟ preparation for teaching English to ASD students
- Using online questionnaires (from 12 to 18)
Extracts of the teachers' responses about their preparedness for teaching English to ASD students
External challenges that English teachers encounter when teaching English to
- Conducting interviews with semi-structured questions to identify the challenges
Extracts of the teachers' responses about the challenges
As clearly outlined in Table 3, the data used in the analysis was gathered through questionnaires and interviews
The data collection procedure of this study comprised four phases They are illustrated in Table 4 below:
Table 4: The study's main phases
The first phase of the study Distributing and completing questionnaires
The second phase of the study Doing interviews
The third phase of the study Analyzing the questionnaires
The last phase of the study Discussing and concluding
Table 4 outlines the study's main phases: distributing and completing questionnaires, conducting interviews, analyzing data using Microsoft Excel and the software Statistical Package for Social Sciences (SPSS), and discussing and concluding
During the initial phase, questionnaires were emailed to 56 primary EFL teachers in Hanoi, and only 48 valid responses were collected within a week In the second phase, interviews were conducted with five teachers selected based on their experience with ASD students and willingness to participate Each interview, conducted via Zoom, was transcribed and translated for analysis The third phase focused on analyzing both questionnaire and interview data to derive insights and patterns Finally, the study concluded with discussions contextualizing findings within existing literature and suggesting future research directions.
Data analysis
The data collected from the questionnaires and interviews were stored in the researcher's private computer and were password-protected in order to ensure the security and confidentiality of the participants
There were two types of data analysis in this study: Quantitative analysis (questionnaires) and quantitative analysis (interviews)
The valid responses collected for this research were processed with the support of Microsoft Excel and SPSS software for descriptive analysis (Means and Standard deviations - SD); one-way ANOVA tests and T-tests for further examination After being cleaned and sorted out, the responses were assigned serial numbers ranging from 1 to 48 The SPSS software facilitated the organization, calculation, and tabulation of raw data to enable further analysis, including the calculation of frequencies, percentages, means, and SD for reaching the purposes of the study The parametric tests employed in this study were the one-way ANOVA and T-tests, which were employed to evaluate any potential association between teachers‟ attitudes with selected independent variables, such as teachers‟ genders, ages, types of schools, education, and years of experience regarding the management of children with ASD This type of parametric test was chosen for its efficiency in analyzing normally distributed interval data Parametric tests, as noted by Geisser and Johnson (2006), are particularly advantageous for larger sample sizes, providing greater statistical power to detect significant effects This enhanced power allows for more precise identification of patterns and significant findings within the data In comparison with non-parametric tests, parametric tests offer a wider range of mean results, leading to more accurate and conclusive outcomes Therefore, parametric data is considered more robust and powerful when compared to non-parametric alternatives
The data of the questionnaire follows the procedure below:
Table 5: The quantitative data analysis steps and activities
The interview data underwent a manual analysis using Braun and Clacke's
(2006) Thematic Analysis methodology This process involves six key steps:
Familiarizing Data, Generating Codes, Searching Themes, Reviewing Themes, Defining and Naming Themes, and Producing Report
The activities of each step are described in the following table:
Table 6: The qualitative data analysis steps and activities
At first, all of the interviews were transcribed into Microsoft Word files and translated into English to get the initial data for the analysis Then, the researcher carefully read through each transcript multiple times to familiarize herself with the content and gain a deep understanding of the participants‟ responses Next, the data was coded by highlighting key ideas, and phrases that emerged from the interviews (Appendix G) This coding process helped organize the data and identify themes across the responses
After that, similar codes were grouped together, facilitating the organization of information This categorization step enabled the exploration of different themes, which were then defined and named by the researcher Subsequently, the categorized data underwent analysis to extract meaningful insights and interpretations, laying the foundation for the production of a comprehensive report.
Ethical considerations
When conducting a study, the well-being of research participants must be the top priority (Mirza et al., 2023) Consequently, ethical considerations must be taken into account Ethical considerations address moral problems related to the practice of research Researchers must usually refer to some ethical guidelines to ensure they have adhered to the principles of good research practice (Judd et al., 1991)
As a first step in carrying out this study, the researchers provided informed consent (Appendix H) to each of the participants to ensure that all participants had full knowledge of what was involved It is defined as “the procedure in which individuals choose whether to participate in an investigation after being informed of facts that would be likely to influence their decisions” (Diener and Crandall, 1978, cited in Cohen et., al., 2007:52) Regarding informed consent, the theme and purpose of the research was detailed The informed consent also emphasized that "Voluntary participation ensures that individuals freely choose to participate without coercion or undue influence" (Mertens, 2014, p 174) It was made clear to the participants that the research was only for academic purpose and their participation in the research was voluntary No one was forced to participate The investigation took place only after the participant returned their informed consent
In this study, the researcher guaranteed that no harm should “come to the respondents as a result of their participation in the research”, physical or psychological (Dửrnyei, 2003; Trochim, 2000a) "Researchers must be honest and transparent in their dealings with participants, avoiding deception whenever possible." (Bryman, 2016, p 69) Adhering strictly to all the ethical guidelines also serves as the standard for the honesty and trustworthiness of the data collected and the accompanying data analysis
Other worth-mentioning aspects of research ethics are confidentiality and anonymity Silverman (2000:201) reminds researchers that they should always remember that while they are doing their research, they are entering the private spaces of their participants That‟s why ensuring confidentiality and anonymity is considered the participants‟ right when taking part in the study Anonymity means that the personal data of participants cannot be revealed which means that “the researcher or another person cannot identify the participant” (Cohen, et al., 2007) In this study, there was no need for participants to provide their names and other information relating to identity, hence ensuring their anonymity Concurrently, confidentiality involves an agreement between the researcher and participants, established through informed consent, outlining how identifiable private information will be managed and disseminated To safeguard these principles, this study adopted a rigorous approach by assigning numerical codes to all participants Additionally, data files were stored in the researcher‟s private computer and were safeguarded with password protection, aligning with the recommendations of Cohen et al., (2007) All the data was only assessed and analyzed by the researcher The researcher ensured that there was no participation of the third party Furthermore, the gathered data was represented on an aggregate level These measures were implemented to ensure the utmost protection of participants' private information and to maintain the ethical standards of the research
The third chapter outlined the research methodology, providing detailed explanations of the research paradigm, participants, research tools, data collection and analysis procedures, as well as ethical considerations This chapter established a strong foundation for the subsequent exploration of findings The smooth transition to the next chapter, where the study's results will be revealed, highlights the coherence and structure of the research journey and promises a meaningful synthesis of insights derived from the carefully crafted methodology.
FINDINGS AND DISCUSSION OF THE STUDY
The attitudes of primary school English teachers toward the inclusion of students with ASD
of students with ASD in mainstream classrooms
Teachers are believed to be playing a significant role in ASD learners‟ English learning process (Haida, et al., 2021) The attitudes of teachers toward educating children with ASD significantly contribute to the success of IE
(Memisevic, et al., 2021) That‟s why it is necessary to examine the attitudes of teachers when including this unique population of learners in general education classes In this study, 5 questionnaire items were crafted following the AIQ of Segall
(2008) and narrowed down to align with the objective of the study and aimed to examine whether the English primary teachers in Hanoi have a positive or negative attitude toward the IE of ASD students
In this part, the data was obtained from 48 responses and was conducted using SPSS, with a significance value of p=