Resumen

NTHIBELI, Moleli; GRIFFITHS, Dominic  y  BEKKER, Tanya. Teaching learners with autism in the South African inclusive classroom: Pedagogic strategies and possibilities. Afr. j. disabil. (Online) [online]. 2022, vol.11, pp.1-12. ISSN 2226-7220.  http://dx.doi.org/10.4102/ajod.v11i0.979.

BACKGROUND: Although inclusive education is widely discussed, its implementation has not, arguably, been far-reaching. There remains a lack of specific, targeted approaches towards fully including learners with physical and mental impairments in the educational space. OBJECTIVES: This study investigated the extent of the inclusion of learners with autism spectrum disorder (ASD) in three schools in Johannesburg. METHOD: A qualitative interpretivist design was adopted. Teachers who work with learners with ASD were interviewed using open-ended questions. The sampled data were analysed using thematic analysis, making use of both a priori codes and emergent codes that arose from the open-ended questions. RESULTS: The findings reveal numerous pedagogic strategies such as differentiation, scaffolding, use of visual cues, group work and collaboration that can include learners with ASD in the classroom space CONCLUSION: Teacher collaboration and teacher training are vital in ensuring that learners with ASD are fully included in the classroom space.

Palabras clave : inclusive education; inclusive education policy; autism spectrum disorder; inclusive pedagogies; South African inclusive education.

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