Abstract
The study investigates how teachers can effectively facilitate and support learners with Autism Spectrum Disorder (ASD) in the Intermediate Phase (IP) of a Special Educational Needs (SEN) school by addressing key areas of support to provide comprehensive support. The findings of the study provide significant insight into teachers’ knowledge and experience regarding learners with ASD, and this can be instrumental in developing better strategies and training for teachers working with learners with ASD. The study describes the experiences of IP teachers in facilitating and supporting learners with ASD. It employs an interpretivist paradigm and a phenomenological research design to analyse IP teachers' experiences in the classroom with learners with ASD. Semi-structured interviews facilitated data collection from four purposively selected teachers. Interviews were transcribed verbatim and analysed using ATLAS.ti (https://atlasti.com), to identify common themes. Theme 1 reveals that IP teachers often begin with minimal knowledge of ASD, which improves through experience in SEN settings, reflecting the importance of practical experience in the enhancement of teachers' professional development. Theme 2 shows that IP teachers adapt the Curriculum Assessment Policy Statements (CAPS) and implement specialised strategies, such as clear visual aids and sensory reduction tools, to deliver an individualised curriculum. Theme 3 underscores the value of regular communication between teachers and parents in supporting learners with ASD. The study demonstrates the ongoing need for professional development and structured collaboration to enhance teaching practices through structured collaboration. Recommendations specific to ASD are made to enhance teachers’ professional development, refine curriculum adaptations and strengthen parent-teacher collaboration to support IP learners with ASD better and address their unique needs effectively.