Abstract
This study sought to explore teachers’ perceptions of learners diagnosed with mild Autism
Spectrum Disorder and how their perceptions possibly influence the strategies of support in
Intermediate Phase classrooms. Teachers play a central role to ensure the fair and just inclusion
of learners with different abilities. Around the world, education systems have implemented
legislation and policies to ensure equal access to education for all.
The update of the Diagnostic and Statistical Manual of Mental Disorders 5th Edition in 2013
has sparked great debate amongst professionals. The merger of what was previously known as
Pervasive Developmental Disorders under the umbrella term of Autism Spectrum Disorder
(ASD) is probably the most talked about. The DSM-5 is the most widely used classification
system to diagnose mental disorders. However, the negative connotations associated with
formal diagnoses, and the medicalised language used by clinicians, has the potential to alter
perceptions of teachers and influence support strategies in the classroom.
The research entailed a single case, generic qualitative study in a private mainstream learning
assisted school in South Africa. The study was underpinned by dual process theory, Social
Cognitive Theory and Mediated Learning Experience. It explored Intermediate Phase teachers’
perceptions of ASD and the support strategies they employ in the classroom. Data were
collected over two phases. In phase 1, semi-structured interviews were used and phase 2
utilised a survey and sentence completion activity. Throughout the study, artefacts and
literature that were deemed appropriate were gathered to strengthen the findings of the data. I
used thematic analysis to analyse all the data sets.