Abstract
This study seeks to examine the effectiveness of support systems available to preschool staff in implementing inclusive education for children with autism spectrum disorder (ASD) in Malaysia. Inclusive education is essential for promoting equity and meaningful participation of all children, yet preschool educators often encounter significant challenges when supporting children with ASD, including limited resources, insufficient training, and inadequate institutional support. Adopting a qualitative approach, this research will involve semi-structured interviews with five preschool teachers to explore the nature of support they receive, evaluate its effectiveness, and identify barriers and gaps in existing practices. The findings are expected to reveal the types of support systems currently in place, their impact on classroom practices, and the challenges teachers face in fostering inclusive learning environments for children with ASD. Moreover, the study will document teachers’ recommendations for strengthening support structures and professional development opportunities. By highlighting key factors that influence the success of inclusive practices, the study contributes to advancing early childhood education in Malaysia and ensuring children with autism are better supported to thrive in inclusive preschool settings. This study documents teachers’ experiences and recommendations, offering original insights to improve sustainable support structures and bridge practice-policy gaps in Malaysian preschool inclusive education.