Educational Interventions and Classroom Strategies for Children with Autism Spectrum Disorder: A Case Study of CRSR, Bhadrak, Odisha, India

Abstract

The present study aimed to examine the educational interventions and classroom strategies for children with autism spectrum disorder (ASD) at the Center for Rehabilitation Services and Research (CRSR), Bhadrak, Odisha, India. A case study research design with a qualitative approach was adopted for this study. A total of 17 participants, including 8 children with ASD (aged 12–18 years), 5 special educators, and 4 therapists, were selected through purposive sampling. Data were collected through semi-structured interviews and structured classroom observations and the collected data were analyzed through thematic analysis. The results of the study revealed four major educational interventions such as speech therapy, occupational therapy, behavioral therapy, and sensory regulation therapy. In addition, three major classroom strategy domains emerged, including teaching and instructional strategies, communication and support strategies, and behavior management strategies. The study also identified key challenges faced by special educators, such as a lack of training and difficulties with emotional regulation during classroom interactions. The findings highlight the importance of integrated, individualized, and multisensory intervention approaches for improving communication, behavior, and learning outcomes of children with ASD. The study recommends strengthening professional training, classroom support systems, and evidence-based intervention practices to enhance inclusive education for children with ASD.