Abstract
With the adoption of inclusive education, Eswatini mainstream primary schools are expected to provide high quality education to learners with Autism Spectrum Disorder (ASD). However, the learners show low academic performance. In spite of that, no study reveals parents at the forefront in the education of the learners with ASD. Noteworthy is that the Annual Education Census Report of 2019 is silent about the existence of learners with ASD in mainstream primary schools. Perhaps this is the reason why parents of learners with ASD remain untapped resources even though these learners spend most out-of-school activities under their parents’ supervision. Drawing from the foregoing, this study explored the role of parents in enhancing academic performance of learners with ASD in Eswatini mainstream primary schools. The study was qualitative in approach, phenomenological in design, and it utilised an interpretive paradigm. Data were collected from fifteen purposively sampled participants; a composition of male and female parent and teacher participants from four mainstream primary schools in the Kingdom of Eswatini.
The study was underpinned by the Parent Development Theory and Bio-ecological Systems Theory. Data were collected through individual semi-structured interviews from parents and teachers, and through a focus-group interview from teachers, as well as via document analysis. The data were analysed using thematic analysis. Findings revealed that to be successful in enhancing academic performance of learners with ASD in Eswatini mainstream primary schools, parents require financial assistance to cater for the huge budget which they are subjected to while navigating the numerous interventions to mitigate the threat imposed by ASD on the learners. The study recommended that the Eswatini Ministry of Education and Training should establish a database for learners with ASD in mainstream primary schools, to bear the excessive financial burden and assist parents in fulfilling other responsibilities with a reduced financial obligation.
Key words: Academic performance, inclusive education, learners with autism, mainstream school, parent, special education, teacher.