Abstract
This study explored teachers’ experiences in implementing the Differentiated
Curriculum and Assessment Policy Statement (DCAPS) in special schools for
learners with Autism Spectrum Disorder (ASD) in South Africa. The study aimed
to understand how teachers interpret, adapt, and apply the DCAPS framework to
meet the unique developmental and learning needs of learners with ASD, as well
as the challenges, successes, and support required for effective implementation.
The study employed an interpretive phenomenological design to gain insight into
teachers’ lived experiences of implementing DCAPS in autism-specific schools.
Participants were purposively selected from two special schools and included
teachers with varying years of experience in ASD education. Data were collected
through semi-structured interviews and open-ended questionnaires, and
analysed thematically using Braun and Clarke’s (2006) six-phase framework.
Five key themes emerged: teachers’ experiences implementing DCAPS,
challenges encountered, successes achieved, support required, and the
importance of continuous training. Findings revealed that teachers displayed
emotional resilience, compassion, and commitment despite facing systemic and
contextual challenges such as resource shortages, curriculum–learner
mismatches, overcrowded classrooms, and behavioural barriers. Teachers
reported success in promoting learners’ functional, social, and behavioural
development, particularly in fostering independence, collaboration, and
communication. The study further highlighted the need for continuous
professional development, hands-on training, and collaboration with therapists
and multidisciplinary teams to strengthen DCAPS implementation.
The study has implications for practice and policy. It recommends that curriculum
frameworks like DCAPS be flexible, functional, and autism-aware, supported by
adequate resources and sustained professional training. Education departments
should allocate dedicated funding, strengthen teacher wellbeing initiatives, and
provide mentorship-based, context-specific training programmes. Overall, this...