The Challenges of Teachers and Parents in Relation to the Social Skills of Children with Autism Spectrum Disorder

Abstract

This study examined the challenges encountered by teachers and parents in supporting the social skills development of children with Autism Spectrum Disorder in selected schools in General Santos City. Using a descriptive quantitative research design, the study involved 100 respondents, comprising 50 receiving teachers and 50 parents from two public and two private schools selected through purposive sampling. Data were collected using a researcher-developed and validated questionnaire covering demographic profiles and challenges related to language and communication, social interaction, understanding of social cues, and play. Responses were analysed using frequency distribution, weighted mean, standard deviation, independent t-test, and analysis of variance. Findings showed that language and communication was the most frequently encountered challenge for both teachers and parents. Echolalia, limited initiation of conversations, and difficulty using age-appropriate language were notable communication concerns. In social interaction, children showed difficulty participating in peer activities, maintaining eye contact, and offering comfort to others. Challenges related to social cues included difficulty interpreting facial expressions, emotions, sarcasm, and social boundaries. In play, repetitive and solitary behaviours were observed more frequently than cooperative or role-playing activities. A significant difference was found in the challenges encountered by teachers when grouped according to sex, while no significant differences were found according to educational attainment or years of experience. Among parents, challenges did not significantly differ by sex, educational attainment, or employment status. Based on these findings, a collaborative support programme involving teachers and parents is proposed to strengthen social skills development among children with Autism Spectrum Disorder.