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The research explores types of supports received, challenges encountered, collaboration between providers and families, and overall job satisfaction. Semi-structured remote interviews were analyzed through thematic analysis to identify meaning patterns. Findings show many participants felt unsupported and highlighted obstacles such as inadequate space and equipment, limited training, insufficient financial compensation, and lack of family support, alongside benefits from professional collaboration.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/perspectives-of-service-providers-on-supports-for-students-with-autism-spectrum-disorders-in-iran/579403/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/perspectives-of-service-providers-on-supports-for-students-with-autism-spectrum-disorders-in-iran/579403.png","ImageObject",300,407,{"name":92,"@type":93},"Oliver","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Which service providers were included in the study of ASD supports in Iran?","Question",{"text":112,"@type":113},"The study involved teachers, speech therapists, occupational therapists, and psychologists working with students with ASD in Iran.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the interview data collected and analyzed?",{"text":117,"@type":113},"Semi-structured, open-ended individual interviews were conducted remotely and analyzed using thematic analysis to identify patterns of meaning.",{"name":119,"@type":110,"acceptedAnswer":120},"What major challenges did participants report when providing services to students with ASD?",{"text":121,"@type":113},"Participants commonly reported inadequate space and/or equipment, limited training, insufficient financial compensation, and insufficient support for families.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},579403,1792122255,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},8796095461610,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Copyright 􀀂 2022 Division of International Special Education and Services  \nPerspectives of Service Providers on Supports for Students with Autism Spectrum Disorders in Iran.  \nKristie Asaro-Saddler, Ph.D. , Hedayat Ghazali, M.S. , Haley Muir-Knox, M.S. Ed.  \nUniversity at Albany  \nDepartment of Educational and Counseling Psychology  \nAlbany, NY  \nAbstract  \nIn this study, we contribute to the limited database on the perspectives of service providers including teachers, speech therapists, occupational therapists, and psychologists working with students with ASD in Iran. Specifically, we examined the types of supports received, challenges faced, the collaboration between providers and families, and overall job satisfaction. Data in this qualitative study were gathered through the use of semi-structured, open-ended individual interviews conducted remotely and were analyzed using thematic analysis to identify patterns of meaning. Overall, findings indicated that most participants felt unsupported in their role as service provider and identified a number of challenges to effectively perform their jobs. These challenges included lack of appropriate space and/or equipment, training, financial compensation, and support for families. Positive aspects of the job include collaborating effectively with other professionals and overall job satisfaction. Implications for educational and governmental agencies are provided, along with limitations of the study and suggestions for future research.  \nKeywords: autism, Iran, service providers, supports, qualitative research  \n\n| The number of students with autism spectrum disorders | One less-developed country in which awareness of |\n| --- | --- |\n| (ASD) has been rapidly increasing. ASD is a developmental | ASD is increasing is Iran (Samadi & McConkey, 2011) . The |\n| disorder characterized by differences in social communica- | prevalence of people with ASD in Iran is unknown and is |\n| tion and social interaction, along with restricted, repetitive | purported to be underreported (Samadi et al., 2012), but |\n| patterns of behavior, interests, or activities (American Psychiatric Association, 2013) . Language impairments and | there are far fewer students with ASD enrolled in schools in Iran than would be expected, based on World Health |\n| intellectual disabilities may also accompany these differ- | Organization estimates (Human Rights Watch, 2019) . In |\n| ences (American Psychiatric Association, 2013), though | 2018, for example, 7,000 school age children were |\n| these characteristics vary by individual. According to the | diagnosed with ASD, but only 2,442 children were enrolled |\n| World Health Organization (2019) one in 160 children | in schools (Human Rights Watch, 2019) . Some students are |\n| worldwide is diagnosed with an ASD; rates vary, however, | denied access to schools, based on a medical assessment |\n| across the world. Well-developed countries typically report | and IQ test that is given to all six-year-old children in Iran to |\n| higher prevalence, with less-developed countries reporting lower rates, perhaps because of less awareness, fewer | determine whether they can enter school (The Center for Human Rights in Iran, 2019) . In fact, a governmental study |\n| trained professionals to identify ASD, or poorly defined | conducted in 2017 found that disability was the number |\n| diagnostic criteria in these countries (Samadi & McConkey, 2013) . | one reason students were not enrolled in school (Human Rights Watch, 2019) . |\n\nThere are other reasons students with ASD may not attend school. First, there is a stigma associated with ASD (Samadi & McConkey, 2018) . Many families keep their children with ASD at home rather than bringing them out into the community, since students with disabilities may still be negatively stigmatized and considered ‘‘retarded’’ in Iran (Sharifian, 2018) . Families often are concerned that they will be judged, or their child will be bullied (Human Rights Watch, ","cbCaiexZTt57mWzO","https://ap.wps.com/l/cbCaiexZTt57mWzO","pdf",185856,12,"English","# Abstract\n## Study focus\n## Data collection and analysis\n## Key findings and implications","[{\"question\":\"Which service providers were included in the study of ASD supports in Iran?\",\"answer\":\"The study involved teachers, speech therapists, occupational therapists, and psychologists working with students with ASD in Iran.\"},{\"question\":\"How were the interview data collected and analyzed?\",\"answer\":\"Semi-structured, open-ended individual interviews were conducted remotely and analyzed using thematic analysis to identify patterns of meaning.\"},{\"question\":\"What major challenges did participants report when providing services to students with ASD?\",\"answer\":\"Participants commonly reported inadequate space and/or equipment, limited training, insufficient financial compensation, and insufficient support for families.\"}]","Perspectives of Service Providers on Supports for Students with Autism Spectrum Disorders in Iran | PDF",1792035569]