Abstract
Educational innovation is increasingly recognised as essential for improving teaching and learning. However, little is known about systemic pedagogical innovation in segregated schools for autistic students, particularly regarding teachers’ experiences of organisational and instructional change. This qualitative case study examined the Tracks Program, a flexible tracking model that reorganised classroom structures within an autism-specific school. Instead of fixed homerooms, students moved between specialised learning tracks designed around teachers’ areas of interest and expertise, creating fluid, ability and motivation-based groups. Semi-structured interviews with 11 track-leading teachers were thematically analysed. Four themes were developed through thematic analysis: (1) innovation as a catalyst for professional identity development: teachers gained renewed clarity, confidence, and purpose; (2) innovation as a buffer against burnout: the program revitalised daily routines and sustained motivation; (3) fostering teamwork and belonging: the program encouraged collaboration and mutual learning; and (4) implementation challenges: including adapting to diverse learners and unclear role definitions for support staff. Although primarily designed to enhance student learning, the program shapes teachers’ professional experiences. By granting educators autonomy to develop and lead tracks aligned with their expertise, the innovation fostered ownership, engagement and professional growth, offering practical insights for empowering teachers in special education settings.