Social inclusion of learners with autism spectrum disorder within South African primary mainstream schools

Abstract

This dissertation embarks on a comprehensive exploration of social inclusion for learners with Autism Spectrum Disorder (ASD) in mainstream South African primary schools. The severity of the learners interviewed varied, with some being high-functioning and others ranging between high and low functioning. The research study discusses the global and South African prevalence of ASD, emphasizing the social challenges faced by learners. Theoretical underpinnings in social constructivism set the stage for understanding inclusive practices for neurodiverse learners. Ethical considerations guide the research, ensuring participant well-being and confidentiality, particularly for the vulnerable population of learners with ASD. The study details the use of face-to-face interviews and self-constructed open-ended questionnaires for data collection, emphasizing the thematic analysis approach. Findings from the study highlight the barriers learners face, including challenges in forming friendships and sensitivity to sensory stimuli. Facilitators of social inclusion, such as supportive teachers and positive reinforcement, emerge. Recommendations from participants encompass creating autism-friendly classrooms, fostering friendships, reducing homework loads, and improving communication. The dissertation connects these findings to existing literature, addressing barriers, facilitators, and recommendations. Teachers' challenges in accommodating diverse learning needs, insufficient support, and managing emotional behaviors are discussed. Current teaching strategies are outlined, including personalized attention and sensory stimulation management. Participants offer advice for future teachers, emphasizing patience, flexibility, and awareness of ASD. Despite limitations in sample size and time constraints, the study provides a roadmap for improving social inclusion. Learners stress the importance of accommodating environments, improved organization, and enhanced communication. Teachers advocate for raising awareness, collaborative group work, and reducing sensory stimulation. Future researchers are urged to include a diverse range of schools and participants, incorporating parents, principals, and peers for a comprehensive understanding.