Autism and Ableism: Exploring the Development of Student-Teacher Relationships in an American International School Context

Abstract

Student-teacher relationships are foundational to meaningful education, yet students diagnosed with Autism Spectrum Disorder (ASD) often encounter barriers to forming these positive relationships, resulting in educational experiences that may feel disconnected or less rewarding (McGuire, 2016; Nadesan, 2013; Pellicano & Stears, 2011; Singer, 2013). In many educational systems, including some American International School contexts, students with ASD are often supported with highly structured intervention plans, therapy, and behavior management techniques that prioritize behavioral adjustments over relational development. This structured, deficit-focused approach can unintentionally deprioritize student-teacher relationships, limiting opportunities for authentic engagement.This qualitative study explores the experiences of teachers in an American International School setting as they build and maintain relationships with students with ASD. Through semi-structured interviews and classroom observations, this research seeks to understand how teachers’ self-perceptions, cultural values, and instructional practices shape their ability to foster positive, inclusive relationships. The findings reveal the critical role of teacher empathy, cultural sensitivity, and appreciation for students' individual strengths in creating supportive learning environments. Teachers who demonstrate understanding and adapt their approaches to the unique needs of students with ASD are more effective in building trust and supporting their educational engagement. The study highlights the importance of teacher agency and identity, emphasizing that inclusive education relies on teachers’ capacity to reflect on, adapt, and reshape their practices within complex school environments. Grounded in Social Practice Theory, this research underscores that fostering strong, positive relationships with students with ASD requires a responsive and empathetic approach that goes beyond behavioral compliance. The study’s implications call for systemic changes in educational practices, advocating for relational and inclusive strategies that promote equitable and meaningful educational experiences for students with ASD. By addressing these relational dynamics within American International School settings, this research contributes to broader discussions on supporting neurodiverse students and creating transformative learning environments.