Educating children with Autism Spectrum Disorder (ASD) in the Kingdom of Eswatini

Abstract

So far, there is dearth of published studies conducted on challenges associated with educating children with autism spectrum disorder in the Kingdom of Eswatini. Therefore, this gap indicates a need of investigation supported by empirical results especially on whether teachers who educate learners with autism spectrum disorder are properly trained, approaches they use to teach in classrooms and monitor learners in school premises as well as whether they interact with parents of the learners. This qualitative research was carried out under the premise of the Bronfenbrenner’s ecological model while the Interpretivist paradigm guided it. In this study, data was collected from four parents of learners with autism spectrum disorder and three teachers of learners with autism spectrum disorder who studied in a primary school in the Manzini area, through the use of interviews, questionnaires, and observations. The study pinpoints the value of requisite teacher training on how they ought to educate this particular group of learners as well as the relationships they have with the parents of their learners. Results of the study also exposes disparities in the educating of learners with autism as there were so many other aspects and stakeholders who needed to take part and collaborate with schools, teachers and parents among others. There is a need for other research studies on this subject especially that which would include a larger population of learners, teachers, parents, and schools. The bottom line of the research study highlighted the significance of partnerships and collaborations at different levels of systems influencing the learner be it family or legislation. The research concluded with highlighting the importance of doing further research involving more established parties to determine the roles each stakeholder plays and that way probably arouse interest in collaborations and participation.