Feedback and teacher education for inclusive education: challenges and possibilities in working with students with Autism Spectrum Disorder

Abstract

Teacher education for inclusive education, particularly when connected to discussions of assessment and feedback from a formative perspective for students with Autism Spectrum Disorder (ASD), remains a challenge. Within this context, this article examines how the challenges and possibilities related to feedback, as perceived by teachers working with students with ASD, reveal key aspects of teacher education for inclusive education. Adopting a qualitative case study design, the research involved one regular classroom teacher and one general resource room teacher. Data were generated through semi-structured interviews and analyzed using content analysis. The findings revealed weaknesses in both initial and continuing teacher education, reflected in the limited emphasis placed on discussions of feedback within teacher education contexts and the restricted use of local assessment guidelines. Conversely, they also highlighted strengths associated with the participants’ critical-reflective and proactive stance, as well as their recognition of the importance of providing feedback that is responsive to students’ individual characteristics. The study concludes that establishing a culture of formative assessment and feedback for students with ASD depends not only on teachers’ practices but also on teacher education curricula, sustained professional development opportunities, pedagogical support resources, and educational policies committed to inclusion.

Keywords: feedback, formative assessment, teacher education, inclusive education, Autism Spectrum Disorder.