Abstract :
This research aimed to understand, test and evaluate the critical role of specialized SEN training impacting the social outcomes on autistic students within private primary schools in Karachi. The critical role of social skill acquisition for autistic students in inclusive primary settings is well-founded in research. This study utilized a mixed-methods approach. Data was analyzed from surveys (n=50) and semi-structured interviews (n=10) with primary school teachers. Quantitative results indicated a significant reliance on general pedagogical qualifications, with a gap in formal autism-specific training. Furthermore, qualitative insights revealed that barriers, such as a lack of resource provision, and inconsistent parental collaboration, severely hinder the application of consistent strategies. The findings suggest that improving social competencies in autistic students requires a triadic approach encompassing targeted capacity building for teachers, dedicated institutional resources, and formalized parent-school partnerships.