Abstract
Supporting children as they learn at their own pace is important for their early childhood development, especially for learners with Neurodevelopmental Disorders like Autism Spectrum Disorder (ASD). ASD is a growing epidemic with a worldwide increase in prevalence of children with ASD in mainstream primary schools. Learners are being diagnosed with ASD in the later school-going years, causing further long-term complications. Early identification and intervention for learners with ASD is vital for their overall emotional, physical and cognitive development. It is therefore essential for teachers to understand ASD and to be able to screen for ASD, using the appropriate tools. This study aims to explore, and provide critical insight into, teachers’ knowledge and practice in appropriately screening for ASD in order to support learners with ASD in a mainstream primary school. The theoretical framework of this study was based on Bronfenbrenner’s Bioecological Systems Theory (1979) and Vygotsky’s Social Constructionist View on Disability (1978). The supporting theories, the Developmental Theory of Autism and Theory of Mind (1995), were incorporated due to their relevance in understanding learners with ASD. Using an interpretivist paradigm, this generic qualitative study used a purposive sample of seven Foundation Phase teachers in a mainstream primary school. These participants each used a Google Form to complete sentences for the researcher to gain insight into their general knowledge and understanding of ASD. Participants then took part in a focus group interview for the researcher to gain insight into what teachers do, and what tools and procedures teachers use to screen for ASD. Physical artefacts deemed relevant to this study were collected. Thematic analysis was used to interpret the themes that emerged from the analysis of data...
M.A. (Educational Psychology)