Parents and Teachers Experiences of Managing Peculiar Psychosocial Behaviours of Learners with Autism Spectrum Disorder in Selected Special Units in Lusaka, Zambia
Victor Macha, Francis Simui and Kenneth Kapalu Muzata
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This paper focused on the experiences of parents and teachers in managing peculiar psychosocial behaviours of learners with Autism Spectrum Disorder. A qualitative phenomenological research design was applied riding on a purposive sample of 18 participants consisting six special education teachers; six parents and six learners with Autism Spectrum Disorder. Emerging from this study was a cluster of peculiar psychosocial behaviours in learners with Autism Spectrum Disorder manifested in social interaction disorders, social-communication challenges and social-emotional problems among other behaviours. The study also revealed that parents experienced Psychological problems such as anxiety, disbelief, stress and sleep deprivation. Some of the strategies parents used to manage peculiar behaviours included being security conscious; acceptance; unconditional love and care for the child. The study further revealed that teachers too faced both positive and negative experiences. Teachers managed peculiar psychosocial behaviours of Autism Spectrum Disorder by being security conscious; sharpening own knowledge and skills training about Autism Spectrum Disorder; using both negative and positive reinforcements; collaboration with parents, teamwork, tolerance; patience; acceptance, peer to peer support, and practicing unconditional positive regard. Thus, among others, this study recommends that learners with Autism Spectrum Disorder need a supportive learning environment enriched with a variety of modern computerized programmed technological materials.
CitationMacha, V., Simui, F & Muzata, K.K. (2020). Parents and Teachers Experiences of Managing Peculiar Psychosocial Behaviours of Learners with Autism Spectrum Disorder in Selected Special Units in Lusaka. Multidisciplinary Journal of Language and Social Sciences Education, Vol 3, (2), PP 15 – 42
Multidisciplinary Journal of Language and Social Sciences Education