Barriers and enablers - early years educators' understanding of inclusive education for children with autism spectrum conditions in Baku, Azerbaijan

A plethora of global literature emphasises the significance of providing inclusive early childhood education for children with Autistic Spectrum Condition (ASC), but there is a lack of empirical research in Azerbaijan on the issue. This study aims to explore early years educators' understanding of inclusive education for children with ASC and to identify possible barriers and enablers in Baku, Azerbaijan, through a qualitative study using semi-structured interviews with seven early years educators. Thematic data analysis reveals that while teachers define inclusive education as a right-based approach, deep down they may still support the medical model of disability. Findings also suggest that parents of both non-disabled and autistic children may hold negative attitudes towards inclusion, posing a major challenge to inclusion. UDL and parental collaboration are found to be effective enablers for the inclusion of children with ASC in early years education. Implications for practice and further research is discussed.