Akademik Veri Yönetim Sistemi
LEARNING CULTURE AND SOCIAL INTERACTION, cilt.56, 2026 (SSCI, Scopus)
The global prevalence of autism is increasing across different races, ethnicities, and backgrounds. Despite this rise, cultural factors which influence many areas of life play a key role in shaping how autism is understood. These factors also affect the school experiences of individuals with autism. Therefore, exploring how autism is perceived in various cultural settings is important for gaining a global perspective on inclusive education. This case study investigates how teachers and parents in a collectivist society understand autism and how cultural values shape their views. The study was conducted at a school in T & uuml;rkiye, where collectivist culture is widely observed. A mixed-methods design was used: the qualitative part included 13 participants (nine teachers and four parents), while the quantitative part involved 51 participants (teachers and parents). Data were gathered using demographic forms, semi-structured interviews, and the Societal Attitudes Towards Autism Scale. Thematic analysis was applied to qualitative data, and SPSS was used for quantitative data. Findings showed limited understanding of autism among school stakeholders, largely influenced by cultural beliefs. While collectivist culture initially appeared supportive, it later posed barriers to inclusive education. These results highlight the need for culturally informed training programs to improve autism understanding.