Teaching learners with autism in the South African inclusive classroom: Pedagogic strategies and possibilities
African Journal of Disability
| Field | Value | |
| Title | Teaching learners with autism in the South African inclusive classroom: Pedagogic strategies and possibilities | |
| Creator | Nthibeli, Moleli Griffiths, Dominic Bekker, Tanya | |
| Description | Background: Although inclusive education is widely discussed, its implementation has not, arguably, been far-reaching. There remains a lack of specific, targeted approaches towards fully including learners with physical and mental impairments in the educational space.Objectives: This study investigated the extent of the inclusion of learners with autism spectrum disorder (ASD) in three schools in Johannesburg.Method: A qualitative interpretivist design was adopted. Teachers who work with learners with ASD were interviewed using open-ended questions. The sampled data were analysed using thematic analysis, making use of both a priori codes and emergent codes that arose from the open-ended questions.Results: The findings reveal numerous pedagogic strategies such as differentiation, scaffolding, use of visual cues, group work and collaboration that can include learners with ASD in the classroom space.Conclusion: Teacher collaboration and teacher training are vital in ensuring that learners with ASD are fully included in the classroom space. | |
| Publisher | AOSIS | |
| Date | 2022-06-30 | |
| Identifier | 10.4102/ajod.v11i0.979 | |
| Source | African Journal of Disability; Vol 11 (2022); 12 pages 2226-7220 2223-9170 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://ajod.org/index.php/ajod/article/view/979/1864
https://ajod.org/index.php/ajod/article/view/979/1865
https://ajod.org/index.php/ajod/article/view/979/1866
https://ajod.org/index.php/ajod/article/view/979/1867
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