<![CDATA[Private English tutoring for children with Autism Spectrum Disorder (ASD) has received little attention in the field of inclusive education, even though its role is becoming increasingly relevant as a supportive alternative to formal schooling. This study aims to identify the challenges and strategies of a private English tutor in teaching children with ASD using an intrinsic qualitative case study approach, with data collected through semi-structured interviews, observations, and document analysis. The findings indicate that communication difficulties, a preference for routines, repetitive behaviors, and context-inappropriate behaviors each present challenges that the tutor must address independently without institutional support. In response, the tutor developed strategies such as visual aids, student-interest-based materials, structured routines, real-time instructional adjustments, and positive reinforcement. This study underscores the need for inclusive teacher training programs that reflect the realities of teaching English to students with ASD outside formal institutions.]]>
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