Needs Analysis for the Development of a Social Interaction Skills Module for Students with Autism in Inclusive Secondary Education: Experts’ and Teachers’ Perspectives

Abstract

This study was conducted to analyze the needs for the design and development of a teaching module on social interaction skills for students with Autism Spectrum Disorder (ASD) in inclusive secondary education. Although inclusive education has been increasingly implemented, there remains a lack of systematic, structured, and contextualised modules. This study employed the Design and Development Research (DDR) approach, guided by the ADDIE model with a focus on the needs analysis phase. Data were collected through questionnaires involving three experts and semi-structured interviews with five teachers, and were analysed using descriptive and thematic analysis. The findings show that experts demonstrated a high level of agreement, with percentages ranging from 67% to 100% regarding the need for the module. Thematic analysis identified four main themes: teachers’ professional needs, module requirements, instructional strategies, and implementation constraints. Teachers also reported a lack of specialised training and the absence of structured guidelines. The proposed module should emphasise social awareness, emotional regulation, communication, and social interaction through strategies such as role-playing, peer-mediated approaches, scaffolding, and visual supports. This study highlights the need for a contextualised and theory-based module to enhance social skills and self-confidence among students with ASD.