Abstract
This study was based on educators’ experiences of teaching learners with autism spectrum disorder (ASD) in mainstream independent primary schools. Educators have
diverse experiences managing learners with ASD in their classrooms. In South Africa, the
inclusive educational policy, White Paper 6, and the lack of special educational need (SEN)
schools catering to South Africa’s current educational system led to learners with ASD being placed in mainstream independent primary schools. The experiences of educators teaching learners with ASD in mainstream independent primary schools were explored, with the goal
of developing guidelines that can assist the educator when teaching learners with ASD. With
these objectives in mind, the main research question of the study was: “What are educators’ experiences of teaching learners with ASD in mainstream independent primary schools?” Bronfenbrenner’s bioecological systems theory provided the theoretical framework for this study. The study suggested that the ecological system of the educator influences their experience of teaching learners with ASD in mainstream independent primary schools; thus, the interaction between the educator and learners with ASD was of particular interest. In this qualitative study, the researcher used an inductive approach to develop structure. The
paradigmatic perspective of the study was interpretivism, and a phenomenological research
approach was used. Data were collected through three focus group interviews using a
purposive sample of educators teaching learners with ASD at three mainstream independent primary schools. The researcher identified the themes through thematic analysis, and an
independent reviewer revised the identified themes. Four themes with sub-categories were
identified. Theme 1 is the educators’ experiences when teaching learners with ASD. The second theme is the educators’ responsibility when teaching learners with ASD. The third theme captures the educators’ knowledge of learners with ASD, which indicates that the participants have an understanding of learners with ASD. Theme 4 addresses systemic
factors influencing the educator. To address the educators’ challenging experiences when teaching learners with ASD, guidelines were provided. The results of the study and insights obtained from other research address the gaps in the literature.