Grade one teachers approaches in supporting learners with autism spectrum disorder in selected schools in Buffalo City Education District

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dc.contributor.advisorMakeleni, S.
dc.contributor.authorMlonyeni, Nomonde
dc.date.accessioned2025-12-10T12:58:11Z
dc.date.available2025-12-10T12:58:11Z
dc.date.issued2025
dc.descriptionMasters Dissertation
dc.description.abstractAutism spectrum disorders (ASD) are neuro-developmental in origin and characterised by impairments in communication and reciprocal social interactions. Although children with autism spectrum disorder (ASD) are increasingly being placed within mainstream classes, there appears to be limited research on teacher’s approaches in supporting learners with ASD in their classrooms. Hence, this study explored teachers’ approaches in supporting learners with Autism Spectrum Disorders. The study was designed as case study research in which a qualitative research approach was employed. The study adopted an interpretivist paradigm and 18 educators in the Buffalo City Metro who have experience in teaching children with ASD were interviewed. Semi-structured interviews and semi-structured interview schedule was used to elicit information from the six research sites. The data collected were analysed using a thematic approach where themes and sub-themes emerged from the research questions after transcribing, sorting and categorizing them. The findings of the study revealed that teachers faced several challenges including:- a lack of training, resources, knowledge of ASD and a curriculum for learners with ASD were the overarching themes that resulted in educators feeling a sense of inadequacy to teach these learners. The study will cover the challenges faced by teachers in teaching learners with ASD. Therefore, the study recommends that more resources are needed to enhance the education of learners with ASD. The study also revealed that more training and support are needed for effective teaching of learners with ASD. Furthermore, the DoE must employ more knowledgeable people to deal with special needs, specifically autism, to offer effective support. The study concluded that one of the fundamental issues to consider is the fact that there is a need for all teacher training centres and universities to add inclusive education to their curricular to avoid mainstream schools employing teachers who do not understand autism.
dc.identifier.urihttp://hdl.handle.net/20.500.11837/3410
dc.language.isoen
dc.publisherUniversity of Fort Hare
dc.publisherFaculty of Education
dc.subjectAutism spectrum disorders in children--Education
dc.subjectChildren with autism spectrum disorders--Education
dc.subjectInclusive education--South Africa
dc.subjectSpecial education--South Africa
dc.subjectFirst grade (Education)
dc.subjectPrimary school teachers
dc.subjectTeachers--South Africa
dc.titleGrade one teachers approaches in supporting learners with autism spectrum disorder in selected schools in Buffalo City Education District
dc.typeThesis

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