Practices That Support the Inclusion of Children With Autism Spectrum Disorder in Mainstream Early Childhood Education in Zimbabwe

Abstract

The international and national mandate to serve learners with special needs in regular education warrants examination of support practices for including learners with autism in Zimbabwe. Entrenched within the inclusive pedagogical philosophy, the current qualitative study executed individual interviews with 18 teachers, document analysis, and nonparticipant observations in the Midlands educational province of Zimbabwe to explore support practices for including learners with autism in regular Early Childhood Development (ECD) classes. The study revealed that support practices for including learners with autism in regular ECD classes included entry competencies informed pedagogy, reinforcement, academic adaptations, socialization, consultation, and strategic management of structured routines and compulsions. The institutionalization of comprehensive teacher education for inclusion and collaborative culture could optimize support practices for including learners with autism in regular ECD classes.

Young Children with Autism Spectrum Disorder in Early Education and Care

“…However, little other mention of ASD exists in this document. In a Zimbabwean context, participants in Majoko's (2017) research reported how the usage of reinforcements, structured routines, and academic and environmental modifications assisted in the inclusion of children with ASD in early childhood development classrooms. Still, Majoko (2017) noted the necessity of further teacher preparedness and training regarding inclusive practices in early learning settings for children with ASD in Zimbabwe.…”

“…In a Zimbabwean context, participants in Majoko's (2017) research reported how the usage of reinforcements, structured routines, and academic and environmental modifications assisted in the inclusion of children with ASD in early childhood development classrooms. Still, Majoko (2017) noted the necessity of further teacher preparedness and training regarding inclusive practices in early learning settings for children with ASD in Zimbabwe. In their literature review, Franz, Chambers, von Isenburg, and de Vries (2017) noted the lack of standardization and quality research methodologies in research studies on ASD in sub-Saharan Africa.…”

Teaching learners with autism in the South African inclusive classroom: Pedagogic strategies and possibilities

“…The explanations of ASD provided by participants above included descriptions of particular challenges faced, such as problems communicating, which aligns with similar descriptions in the literature of social interaction and communication challenges (Majoko 2017 ). Some complexities that characterise ASD were noted in teacher descriptions of ASD including sensory sensitivity and experiencing difficulty with understanding figurative language and sarcasm.…”

“…Majoko ( 2017 ) argues that the description of characteristics associated with ASD is challenging, given the many individual differences amongst learners with ASD. We support this argument and acknowledge that not all learners with ASD can be described as experiencing identical challenges.…”

“…However, some common challenges that may be experienced by learners with ASD have been described in the literature. Such challenges include difficulties in interacting with others, verbal and non-verbal communication challenges, a prevalence of repetitive behaviour and difficulties processing sensory input (Majoko 2017 ; Park, Chitiyo & Choi 2010 ). Difficulties with sensory input and discomfort with changes in routine make navigating a classroom setting difficult for many learners with ASD.…”