Teachers' Strategies in including Learners with Autism Spectrum Disorders in Mainstream Schools in Eswatini

Abstract or Introduction

The purpose of the study was to provide an up-to-date overview of evidence-based strategies used by teachers to facilitate the inclusion of pupils with autistic spectrum disorders (ASD) in mainstream schools in Eswatini.

Eswatini, like many developing countries, is facing the need to build capacity in autism spectrum disorder (ASD) within the educational fraternity. Persons living with ASD and their teachers face multiple challenges and vulnerabilities owing to a lack of knowledge and an insufficient responsive system of support. The lack of inclusivity in the educational system does not only contribute to the poor performance among pupils with ASD but has left teachers frustrated over lack of proper capacity building. In this study, we used the qualitative and quantitative approach to research to provide an up-to-date overview of evidence-based strategies used by teachers to facilitate the inclusion of pupils with autistic spectrum disorders (ASD) in mainstream schools in Eswatini, we incorporated focus groups and individual interviews for the best results of the study.