Autism Spectrum Disorder (ASD) is a neurodevelopmental condition characterized by persistent difficulties in communication, social interaction, and patterns of restricted or repetitive behaviors (American Psychiatric Association, 2022).  Students with mild ASD who are educated in special education classrooms require individualized and context-sensitive educational practices, as effective family–teacher collaboration is essential for supporting their academic, social, and emotional development.

The purpose of this qualitative case study is to explore the educational processes of two primary school students diagnosed with mild ASD who are enrolled in a special education classroom in a public school. The study focuses on how these processes are experienced and interpreted by parents and teachers, with the aim of providing a holistic understanding of students’ learning environments. The study explores these processes through the experiences, observations, and expectations of the students’ parents (two mothers and two fathers) and their teachers. By adopting a qualitative case study design, the research aims to provide a holistic understanding of how educational practices are experienced and interpreted by key stakeholders involved in students’ daily learning environments.

This study is grounded in Bronfenbrenner’s bioecological systems theory, which conceptualizes child development as the result of continuous interactions between individuals and multiple, nested environmental systems (Bronfenbrenner, 1979). From this perspective, the educational experiences of students with ASD cannot be understood solely through individual characteristics; rather, they are shaped by interactions occurring within and across family, school, and broader institutional contexts.

Within this framework, the microsystem includes the immediate environments in which students with mild ASD actively participate, particularly the special education classroom and the family. Teacher–student interactions, instructional practices, and emotional support provided in the classroom play a central role in students’ academic and social development. The mesosystem refers to interactions between these settings, most notably family–teacher collaboration, which is considered a critical factor in the effective implementation of individualized educational practices and Individualized Education Programs (IEPs).

The exosystem encompasses contextual factors that indirectly influence students’ educational experiences, such as school management practices, availability of guidance services, and institutional support structures. At the macrosystem level, national policies, cultural perceptions of disability, and societal attitudes toward inclusion shape how special education services are designed and implemented. Finally, the chronosystem highlights developmental changes over time, including the timing of diagnosis, transitions within primary education, and evolving family and school expectations.

To further strengthen the mesosystem dimension of the study, the research also draws on family–school partnership perspectives, which emphasize shared responsibility, mutual trust, and collaborative decision-making between families and educators. This complementary lens supports a holistic understanding of how parents’ and teachers’ experiences intersect in shaping the educational processes of students with mild ASD in special education classrooms.

Significance of the Study

Educational experiences of individuals with ASD should be addressed through a multidimensional framework that integrates individual needs with environmental and contextual factors (Tekin-İftar & Kırcaali-İftar, 2020). While existing research has documented effective instructional strategies for students with ASD, studies offering in-depth, case-based analyses that simultaneously incorporate family and teacher perspectives remain limited, particularly within special education classrooms.

By focusing on two students with mild ASD, this study aims to capture both shared patterns and individual differences in educational experiences. Data derived from parents’ and teachers’ observations are expected to reveal strengths and limitations of current educational practices and contribute to the development of more effective IEPs for students with similar profiles (Kasari & Smith, 2016). Additionally, the study emphasizes the importance of family-teacher collaboration and seeks to offer practical insights for educators, school counselors, and special education professionals (Karal & Alev, 2021; Yıldırım & Şimşek, 2021).

Research Design and Methodology This study employs a qualitative case study design, allowing for an in-depth and holistic investigation of educational processes within a real-life context. The cases consist of two students diagnosed with mild ASD, their parents, and the teachers involved in their education. Data triangulation will be used to enhance credibility through the integration of multiple qualitative data sources. Ethical approval and informed parental consent will be obtained before data collection. Participants Participants consisted of two students with mild ASD, four parents (two mothers and two fathers), and two special education teachers. Participation will be voluntary, and all ethical principles related to confidentiality and informed consent will be strictly followed. Data Collection Instruments and Procedures Data were collected over a four- to six-week period through semi-structured interviews with parents and teachers, direct classroom observations, and document analysis, including IEPs and assessment reports. Systematic classroom and school observations will focus on students’ interaction patterns, attention span, responses to instructions, social engagement, repetitive behaviors, academic participation, and emotional reactions. Observations will be documented through detailed field notes without audio or video recording. Data triangulation was employed to enhance credibility, and all ethical principles, including informed consent and confidentiality, were strictly followed. Relevant educational documents, including psychological assessment reports, IEPs, academic records, and official teacher evaluations, will be analyzed to support and contextualize the qualitative data. Data Analysis Qualitative data will be analyzed using thematic analysis, allowing for the identification of converging and diverging themes across family and teacher perspectives.. Interview transcripts, observation notes, and documents will be coded in relation to the research questions. Data triangulation will be applied by comparing findings across parents, teachers, observations, and documents to identify converging and diverging patterns.

Expected Findings Expected findings include similarities and differences in students’ educational experiences, parents’ expectations and perceptions of progress, teachers’ instructional strategies and challenges, and the role of family–teacher collaboration in supporting academic, social, and emotional development. The study is expected to contribute practice-oriented insights into the effectiveness and limitations of individualized educational practices in special education classrooms, and to offer guidance for IEP development, professional practice, and future research focused on students with mild ASD.

American Psychiatric Association. (2022). Diagnostic and statistical manual of mental disorders (5th ed., text rev.; DSM-5-TR). American Psychiatric Publishing. https://doi.org/10.1176/appi.books.9780890425787 Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press. Karal, H., & Alev, N. (2021). Special education practices and family–teacher collaboration. Education and Science, 46(206), 327–346. Kasari, C., & Smith, T. (2016). Interventions in schools for children with autism spectrum disorder: Methods and outcomes. Journal of Autism and Developmental Disorders, 46(1), 1–14. https://doi.org/10.1007/s10803-015-2568-6 Tekin-İftar, E., & Kırcaali-İftar, G. (2020). Özel eğitimde yanlışsız öğretim yöntemleri (6. bs.). Nobel Akademik Yayıncılık. Yıldırım, A., & Şimşek, H. (2021). Sosyal bilimlerde nitel araştırma yöntemleri (12. bs.). Seçkin Yayıncılık.