Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faculty Publications Article Faculty Publications -Articles Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Creator An entity primarily responsible for making the resource V. S, Teresa Rani; Sathiyaseelan, Anuradha; M. P. M, Pramod Kumar Title A name given to the resource Challenges and pathways in autism education in India: special educators insights from pandemic experiences Date A point or period of time associated with an event in the lifecycle of the resource 01-01-2025 Source A related resource from which the described resource is derived International Journal of Developmental Disabilities; Identifier An unambiguous reference to the resource within a given context <a href="https://doi.org/10.1080/20473869.2025.2534824" target="_blank" rel="noreferrer noopener">https://doi.org/10.1080/20473869.2025.2534824</a> <br /><br /><a href="https://www.scopus.com/pages/publications/105011983200?origin=resultslist" target="_blank" rel="noreferrer noopener">https://www.scopus.com/pages/publications/105011983200?origin=resultslist</a> Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant V. S T.R., School of Education, Christ University, Bangalore, India; Sathiyaseelan A., School of Psychological Sciences, Christ University, Bangalore, India; M. P. M P.K., School of Education, Christ University, Bangalore, India Description An account of the resource Objectives: The landscape of autism education in India before the pandemic has already been unpromising, marked by inequities in education and therapy. The study aimed to highlight the impact of inadequate resources, policies, and practices in autism training during COVID-19 and to suggest measures to address inequities in access or attainability of services within the context of the experiences of special educators. Methods: We interviewed 12 special educators, exploring their virtual teaching experiences and parental participation and inferring insights on bridging gaps in autism education using a semi-structured interview guide. Results: Pre-pandemic disparities like inadequate resources, lack of policy implementation, and non-accessibility to therapy services impacted remote learning. It was disrupted by the non-availability of devices with good connectivity and limited technological skills among educators, students with autism spectrum disorder (ASD), and parents. The special educators and parents lacked the knowledge and skills to meet their unique needs. Skill regression, health issues, and behavior challenges were observed post-COVID. Conclusions: The study revealed that the existing challenges greatly affected education, health, and social life during the pandemic. Individuals with ASD who require very substantial support were the most affected group. It calls for immediate intervention in professional skill development, parental involvement, and policy revision. 2025 The British Society of Developmental Disabilities. Subject The topic of the resource Autism; educational gaps; educational policies; evidence-based strategies; pandemic; special educators Publisher An entity responsible for making the resource available Taylor and Francis Ltd. Relation A related resource ISSN: 20473869; CODEN: NYSDA Language A language of the resource English Type The nature or genre of the resource Article Rights Information about rights held in and over the resource Restricted Access; Hardcopy may be available in the library Format The file format, physical medium, or dimensions of the resource online