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.
Table of Contents
1. Introduction
1.1 Background and setting
1.2 Causes of ASD
1.3 Statement of the problem
1.4 Purpose of the study
1.5 Main objective of the study
1.6 Specific Objectives of the study
1.6 Main research question
1.7 Significance of the study
1.8 Delimitation of the study
1.9 Limitations of the study
1.10 Scope of the Study
1.11 Conceptual framework
1.12 Definition of terms
1.11 Chapter summary
2. Literature Review
2.0 Introduction
2.1 Prevalence of ASD in Eswatini
2.2 Empirical Studies
2.3 Special schools differ from mainstream schools.
2.4 Theoretical Framework
2.4.1 Autism and the socio-cultural approach
2.5 Strategies employed by teachers to include learners with ASD in the mainstream classroom.
2.6 Resources teachers have to implement the teaching strategies for including learners with Autism in the mainstream classrooms.
2.7 Teachers’ capacity to implement strategies in the inclusion of learners with ASD in the mainstream classrooms.
2.8 Support teachers need to implement strategies for including learners with ASD.
2.9 Empirical review of the effectiveness of strategies teachers use to include learners ASD
2.11 Chapter summary
3. Methodology
3.0 Introduction
3.1 Research design
3.2 Target Population
3.3.1 Sample size for participants
3.3.2 Sample size for schools
3.4.1 Sampling procedure for participants
3.4.2 Sampling procedure for schools
3.5 Data collection methods
3.5.1 Focus group discussions
3.5.2 Observations
3.5.3 Individual interviews
3.6 Data collection procedures
3.7 Issues of trustworthiness
3.7.1 Assessing credibility
3.7.2 Assessing dependability
3.7.3 Assessing transferability
3.7.4 Assessing conformability
3.8 Pilot study
3.9 Data analyses procedures
3.9.1 Content analysis
3.9.2 Thematic analysis
3.10 Ethical Considerations
3.11 Chapter summary
4. Research Findings and Discussion
4.0 Introduction
4.1 Presentations of Findings and analysis
5. Summary, Conclusions and Recommendations
5.1 Introduction
5.2 Purpose of the study
5.3 Objectives of the study
5.4 Literature
5.5 Methodology
5.6 Summary of research findings
5.7 Conclusion
5.8 Recommendation for action
5.9 Recommendations for further study
5.10 Chapter summary
Research Objectives & Key Themes
The primary aim of this research is to explore and evaluate the pedagogical strategies employed by teachers in mainstream schools in Eswatini to include learners with Autism Spectrum Disorders (ASD), identifying the challenges and support systems affecting these practices.
- Analysis of inclusive teaching strategies: role play, pictography, and peer tutoring.
- The influence of teacher training and capacity on inclusive education effectiveness.
- The impact of resources, support systems, and administrative guidance on teachers.
- Socio-cultural challenges and parental involvement regarding ASD awareness in Eswatini.
Excerpt from the Book
4. Pictography
The use of pictures in class was one strategy of including learners with ASD in mainstream classrooms that was established in all the focus groups discussions, individual interviews as well observations. The participants mentioned that learners with ASD cannot respond to the spoken command which makes it difficult to express themselves to other learners and teachers. They have a serious communication shortfall. This causes a huge barrier in the learners understanding of what is actually going on in class. The teachers then use pictures to try and assist learners with ASD to communicate effectively as the lessons continue. The following verbal quotes illustrate the above:
When I want demonstrate a certain concept in Economics , I will use pictures of money if the topic is about money and banking to help the learner know about the lesson , and the subject matter. Sometimes I use powerpoint projector to display pictures in motion for bringing an exciting learning experience in them that may be too difficult for them to forget. The learners understand the picture far better than one trying to explain to them using the spoken command. (Form 3, Econ teacher, 35 years).
The autistic learners are different. Some are nonverbal while others have limited speech. The pictures come in handy because they use them to communicate their feelings. We have a picture book for them. ( Form 4, Special education teacher, 40 years).
Summary of Chapters
1. Introduction: Outlines the background of ASD in Eswatini, the problem statement, and the research objectives focusing on inclusive classroom strategies.
2. Literature Review: Critically examines global and local evidence regarding ASD prevalence, theoretical frameworks like Vygotsky’s socio-cultural approach, and existing teaching methodologies.
3. Methodology: Describes the descriptive survey research design, sampling of 36 teachers, and qualitative/quantitative data collection techniques including interviews, focus groups, and observations.
4. Research Findings and Discussion: Presents the gathered data on teaching strategies, teacher capacity, and support systems, highlighting barriers such as lack of training and insufficient resources.
5. Summary, Conclusions and Recommendations: Synthesizes the study findings and provides actionable recommendations for the government and school administrators to improve inclusive education.
Keywords
Autism Spectrum Disorder, Eswatini, Mainstream Education, Inclusive Education, Teaching Strategies, Learner Inclusion, Teacher Capacity, Peer Tutoring, Pictography, Socio-cultural Theory, Parental Involvement, Special Educational Needs, Educational Policy, Behavioral Support.
Frequently Asked Questions
What is the core focus of this research?
The study investigates the strategies teachers use to include learners with Autism Spectrum Disorders (ASD) within mainstream classrooms in Eswatini.
What are the central themes of the work?
The core themes include classroom teaching strategies (e.g., role play, pictography), teacher capacity and training, availability of resources and support, and the overall effectiveness of these inclusion efforts.
What is the primary objective of the study?
The main objective is to explore the strategies employed by teachers to include learners with ASD in mainstream Eswatini classrooms and determine their effectiveness.
Which scientific methodology is utilized?
The researcher uses a descriptive survey design, employing qualitative and quantitative approaches, including focus group discussions, individual interviews, and observations.
What topics are covered in the main body?
The main part covers the prevalence of ASD in Eswatini, the theoretical basis (Vygotsky's socio-cultural theory), detailed teaching strategies, challenges in capacity, and the role of stakeholders.
Which keywords define this study?
Key terms include Autism Spectrum Disorder, inclusive education, Eswatini, teaching strategies, and teacher capacity.
How does the cultural perception of autism in Eswatini affect inclusion?
The research highlights that cultural misinterpretations, such as labeling ASD as "kutsakatsa" (witchcraft) or a "bad omen," lead to stigmatization and create significant barriers to seeking help and inclusive education.
What is the role of peer tutoring according to the study?
Peer tutoring is identified as a valuable strategy for inclusion, though the study reveals it is currently underutilized or poorly monitored due to teachers lacking sufficient time and training.
- Quote paper
- Bongani Motsa (Author), 2023, Teachers' Strategies in including Learners with Autism Spectrum Disorders in Mainstream Schools in Eswatini, Munich, GRIN Verlag, https://www.grin.com/document/1377361
