Abstract:

Students with autism spectrum disorder (OSB) can participate in education in general schools in the framework of coaching education. Therefore, if students with OSB are enrolled in these general schools, these schools must be ready for these students. For this preparation, teachers, school managers and the physical conditions and resources of the school must be prepared for students. At this point, it should be emphasized that the use of similar statements concerning school preparation in each region will not be correct. Therefore, the purpose of this study is to investigate the preparation of a rural school in which OSB-recognized students can be included in the coaching training. In order to this goal, the example case study approach has been used in the framework of the research. The data was collected in a rural school in a city in Turkey with a medium-level socio-economic level and one of the middle-scale cities. The study included 9 teachers (all teachers) and the school director. It has been a semi-configured interview with these participants. Also, in the school, semi-configured observations were carried out to collect data about the physical conditions and resources. Imaginary analysis method is used in the analysis of data. The results show that school preparation is insufficient. The conclusion was that participants needed more education and the school environment was not autism-friendly. Even the data show that even if a student with OSB comes to school, there will be no change to improve school preparedness.

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