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.
Inhaltsverzeichnis (Table of Contents)
- CHAPTER 1
- INTRODUCTION
- 1.1 Background and setting
- 1.2 Causes of ASD
- 1.3 Statement of the problem
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This study aims to explore the strategies that teachers use to include learners with Autism Spectrum Disorder (ASD) in mainstream classrooms in Eswatini. It investigates the challenges faced by teachers and the effectiveness of different teaching approaches in facilitating learning for learners with ASD. The research also aims to contribute to the knowledge base on inclusive education practices in Eswatini.
- The challenges faced by teachers in teaching learners with ASD in mainstream classrooms.
- The strategies that teachers employ to include learners with ASD in mainstream classrooms.
- The impact of inclusive education practices on the learning outcomes of learners with ASD.
- The importance of teacher training and professional development in supporting inclusive education for learners with ASD.
- The role of stakeholders in promoting inclusive education for learners with ASD.
Zusammenfassung der Kapitel (Chapter Summaries)
Chapter 1 provides a comprehensive overview of the background of Autism Spectrum Disorder (ASD) in Eswatini, highlighting the challenges faced by learners with ASD and their families. It also examines the prevalence of ASD in the country and the causes of the disorder.
Schlüsselwörter (Keywords)
This study focuses on the following key terms and concepts: Autism Spectrum Disorder (ASD), inclusive education, mainstream classrooms, teacher training, teaching strategies, learning outcomes, challenges, Eswatini.
Frequently Asked Questions on ASD Inclusion in Eswatini
What is the focus of the study in Eswatini?
The study investigates evidence-based strategies used by teachers to include learners with Autism Spectrum Disorders (ASD) in mainstream schools.
What are the main challenges for teachers?
Teachers face a lack of knowledge, insufficient support systems, and a lack of proper capacity building for inclusive education.
How was the research conducted?
The study used a mixed-methods approach, including qualitative focus groups and individual interviews with teachers.
Why is teacher training important for ASD?
Professional development helps teachers manage the specific needs of autistic learners, reducing frustration and improving learning outcomes.
What is the status of inclusive education in Eswatini?
Like many developing countries, Eswatini is in the process of building capacity to move from exclusionary practices toward a more responsive inclusive system.
- 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
