Abstract
The increased number of children diagnosed with autism in special public schools in Gauteng, South Africa calls for teachers to be empowered with effective teaching strategies to teach children with autism. These strategies are educational techniques, methods or plans intended to accomplish specific teaching and learning goals in the classroom. I attempted to address a gap in the research regarding support for teachers teaching learners with autism in Gauteng, South Africa. The study aimed to identify the types of teaching strategies used in special schools for children with autism in Gauteng, the challenges teachers face, and guidelines for future practice. The study adopted a qualitative approach, with an interpretive paradigm and a phenomenological multiple case study research design. The study explored the lived experiences of the teachers of teaching strategies for children with autism. Bronfenbrenner’s bioecological theory underpinned the study. Eight teachers from four different schools across Gauteng participated in in-depth semi-structured interviews. Observations and field notes were also part of the data collection process. Data were analysed using thematic data analysis. The findings revealed that the training teachers received was a general approach to teaching learners with disabilities, not targeting learners with autism who have specific, diverse needs. The teachers found the Picture Exchange Communication System (PECS), Makaton and social stories useful. Teachers had implemented the Department of Basic Education policy: the new Differentiated Curriculum Assessment Policy Statement (DCAPS), (2018) curriculum and the Screening, Identification, Assessment and Support (SIAS) (2014) policy. Teachers are waiting for guidelines to assist with the DCAPS curriculum as a framework for teaching strategies for children with autism. This study recommends that teachers receive more comprehensive training on autism and the use of teaching strategies within the framework of the DCAPS (2018) curriculum and SIAS (2014) policy for children with autism. There is a need to extend to teacher-parent collaboration and training for effective teaching and learning to take place for children with autism.
D.Ed. (Educational Psychology)