Teaching strategies for learners with autism spectrum disorder in Johannesburg : a case study

Abstract

The current study explored teaching strategies for learners with Autism Spectrum Disorder (ASD) at a purposefully sampled special school in Johannesburg East District in the Gauteng Province of South Africa as the context for proposing strategies to enhance the teaching of these learners. Embedded in the capability approach, the present interpretive qualitative case study executed semi-structured face-to-face individual interviews with 12 participants, three males and nine females, with experience in teaching learners with ASD, document analysis and non-participant observations to collect data. Braun and Clarke’s (2006) thematic analysis was used to analyse data. Teachers used various teaching strategies including pre-learning activities, classroom based morning assembly, praxis entrenched pedagogy, visual schedules, behaviour management, curriculum adaptation, active learning, Makaton and speech, class assistant support, therapists support, concrete and picture media, play, social stories, structured routines and TEACCH. Teachers experienced various challenges including cluelessness, management, negative family dynamics, non-cooperation of parents and misbehaviour of learners with ASD in teaching these learners. Teachers experienced successes including the development of verbalisation, self-dependency, reading and writing, confidence and leadership roles of learners with ASD in teaching these learners. Pre-service and in-service training, provision of requisite physical and material resources, fostering public awareness of ASD, stakeholder support, use of modern technology, child centred pedagogy, teacher-parent collaboration and fostering life skills in learners with ASD could enhance the teaching of these learners. This study is a baseline for future studies on teaching strategies for learners with ASD in South Africa and elsewhere.