An Investigation into the Educational Problems of Autistic Children of District Faridabad

Abstract

Autism Spectrum Disorder (ASD) is a neurodevelopment condition that affects communication, social interaction, emotional regulation, sensory integration, and adaptive functioning among children. The increasing prevalence of autism across the world has intensified the need for inclusive educational systems capable of supporting diverse learners. In India, despite growing awareness and policy initiatives promoting inclusive education, implementation remains inconsistent, especially in tier-II cities where specialized educational services and trained professionals are limited.

The present study investigates the educational problems faced by autistic children in District Faridabad, Haryana, India. Faridabad was selected as the study area because of its rapidly growing educational infrastructure, increasing urbanization, expanding population, and limited localized research on autism-related educational challenges. As part of the National Capital Region (NCR), Faridabad represents a blend of urban and semi-urban educational realities where schools are increasingly expected to accommodate learners with diverse developmental needs. However, the availability of inclusive educational support, trained educators, and autism-specific intervention systems remains insufficient.

The study employed a descriptive survey research design using purposive and criterion-based sampling techniques. Twenty-five participants, including teachers and parents of autistic children, were selected from mainstream schools, inclusive schools, therapy centres, and educational support institutions in Faridabad. Data were collected using structured interview schedules consisting of both open-ended and close-ended questions. To reduce subjectivity and improve reliability, triangulation was ensured through cross-verification of teacher responses, parental narratives, observational notes, and recurring thematic patterns.

The findings revealed that autistic children face significant educational barriers related to communication difficulties, sensory sensitivities, behavioural rigidity, classroom participation, peer interaction, and adaptation to conventional teaching methods. Teachers highlighted inadequate professional training and lack of inclusive infrastructure, while parents emphasized delayed diagnosis, financial burden, social stigma, and emotional stress. The study underscores the importance of teacher training, individualized educational planning, early intervention, sensory-friendly classrooms, collaborative home–school partnerships, and effective policy implementation. The research contributes to the growing body of educational literature advocating inclusive educational reforms and equitable learning opportunities for autistic learners in Indian schools.