The Level of Social Interaction among Support Teachers with Students with Autism Spectrum Disorder in Inclusive School Environment in Jordan: A Study from their Personal Perspective

This study aimed to identify the level of social interaction among supporting teachers with their students with autism spectrum disorder in inclusive schools from their percpective. The researchers used the descriptive survey methodology. To achieve the objectives of this study, a social interaction scale for supporting teachers developed, consisting of (21) items, and its validity and reliability were verified. The study sample consisted of (105) teachers, and their students' ages ranged between (6) and (11) years during the academic year 2024/2025. The results indicated that the level of social interaction among teachers with their students with autism spectrum disorder was (medium) from their point of view, as well as the presence of differences in the level of social interaction attributed to the demographic variables of the teachers attributed to academic qualifications and years of experience, and the demographic variables of the students attributed to the severity of the disorder. The study recommended developing a specialized training program to enhance the level of social interaction among support teachers, and conducting further studies to measure the level of social interaction among schoolteachers who are not specialized in providing services to students with autism spectrum disorder