English language teachers’ perspectives and support of students with Asperger’s Syndrome/High-Functioning Autism

Abstract

This qualitative study explores the perspectives of university English language teachers regarding students with Asperger’s Syndrome (AS)/High Functioning Autism (HFA), particularly in relation to these students’ ability to learn English and the ways teachers support them in the classroom. Data were collected through semi-structured interviews with six English teachers from universities in Mexico and the United States and analyzed thematically. The findings reveal that teachers’ perspectives on students with AS/HFA are closely linked to their levels of knowledge, prior experience, and awareness of the condition, shaping both their perspectives and instructional decisions. Two main themes were identified: Knowledge as both Product and Producer of Perspective and Toward Empowering Teachers’ Support in the English Classroom through Informed Awareness. Overall, the results highlight the need for increased understanding and informed awareness of AS/HFA among English language teachers. The study concludes by emphasizing the importance of professional development opportunities, such as targeted workshops, and the use of flexible lesson planning to better support students with AS/HFA in English language classrooms.