Abstract
This research report aimed to understand what instructional strategies are being used by teachers for facilitating learning for learners with autism in underfunded primary schools in Gauteng. There is considerable research surrounding strategies which can be used by teachers when working with learners with autism spectrum disorder. However, this research report aims to explore instructional strategies used by teachers in challenging underfunded schools in Gauteng.
In order to explore this, four participants from schools in Gauteng which met the criteria of underfunded were chosen. They participated in one-on-one virtual semi-structured interviews. This data was then analysed using thematic analysis through a app called Atlas Ti. The predominant themes that arose from this report includes: (1) effective Strategies for
Facilitating Learning for Learners with ASD, (2) teachers’ Experiences of the Effectiveness of
Strategies for Facilitating Learning for Learners with ASD, (3) ineffective Strategies for
Facilitating Learning for Learners with ASD, and (4) teachers’ Experiences of the Challenges of Strategies for Facilitating Learning for Learners with ASD.
The findings and discussions, and recommendations provide an insight into the instructional strategies which are being used by teachers. It provides us with a unique view of the applicability of these strategies in underfunded schools in Gauteng. This report may add value to the limited literature around underfunded schools and provides us with knowledge which is applicable to common environments in Gauteng.
Keywords: Autism Spectrum Disorder, Underfunded Schools, Gauteng, Instructional Strategies