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Supporting learners with autism in an early childhood centre for learning : a case study in inclusive education

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dc.contributor.advisor Mavuso, Mubi
dc.contributor.author Enock, Rebecca Joe
dc.date.accessioned 2012-11-09T09:02:07Z
dc.date.available 2012-11-09T09:02:07Z
dc.date.issued 2011-09
dc.identifier.uri http://hdl.handle.net/10500/7722
dc.description.abstract Inclusive education is a fundamental part of South African Education with policies and initiatives being designed to provide support for learners with barriers to learning. With autism as a growing global phenomenon, South Africa has the additional challenge of providing learning support for learners with autism. This dissertation focuses on how one specialised preschool provides inclusive opportunities for preschool learners with autism through learning support. This setting is unique as it shares the same physical location as a mainstream preschool. The study focuses upon how the preschool teachers support their learners with autism so that they can be included within the adjoining inclusive environment. The research was conducted through participant observation and supporting interviews over a period of six months. All observations were recorded through field notes and reflections. The research produced a number of key findings. The shared physical environment enabled teachers and learners from both preschool settings to work together on a daily basis. This had a positive effect upon peer acceptance, staff and learner relationships and opportunities for staff to communicate and work collaboratively on a daily basis. The specialised preschool teachers provided learning support through the adaptation of learning environment, curriculum, multi sensory learning and language and communicative means. The main conclusions drawn from this research were the importance of a close working relationship between staff members and learners from both settings; the importance of adapting communication, environment and learning expectations; and lastly, the importance of focusing upon each individual when providing inclusive opportunities. The research recommends having a specialist setting physically close to an inclusive environment as this enables learners with high needs such as autism to build up the skills needed to benefit from being included. In addition, the research recommends staff in mainstream and specialist settings to have regular opportunity to work together collaboratively when developing learning strategies. Finally, the research recommends the publication of a guideline, outlining the nature of autism and recommended strategies to use within the classroom, which would serve as a flexible document for teachers to adapt to support their individual learners. en
dc.format.extent 1 online resource (ii, [5], 153 leaves)
dc.language.iso en en
dc.subject Autism Spectrum Disorder en
dc.subject Inclusive education en
dc.subject Learning support en
dc.subject Adapted teaching strategies en
dc.subject Early childhood development phase en
dc.subject Pre-school learners en
dc.subject.ddc 371.940968
dc.subject.lcsh Autistic children -- Education (Early childhood) -- South Africa -- Case studies
dc.subject.lcsh Inclusive education -- South Africa -- Case studies
dc.title Supporting learners with autism in an early childhood centre for learning : a case study in inclusive education en
dc.type Dissertation en
dc.description.department Inclusive Education en
dc.description.degree M. Ed. (Inclusive Education)


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