Experiences of teachers in teaching learners with autism spectrum disorders (ASD) in selected special schools in Lusaka district, Zambia.
| dc.contributor.author | Ngosa, Doroth | |
| dc.date.accessioned | 2023-11-27T13:55:06Z | |
| dc.date.available | 2023-11-27T13:55:06Z | |
| dc.date.issued | 2019 | |
| dc.description | Thesis | en |
| dc.description.abstract | Even though there are special schools supporting learners with Autism Spectrum Disorders (ASD), there are foreseen challenges in the teaching of learners with Autism Spectrum Disorders .This study investigated experiences of teachers in teaching learners with Autism Spectrum Disorders in three selected special schools in Lusaka District. The rate of autism at international, national, provincial and community levels is increasing and many education teachers are expected to teach children with autism in their classes. Even though there are special schools supporting learners with ASD, there are foreseen challenges in the teaching of learners with ASD. The objectives of the study were to; find out teacher knowledge on Autism Spectrum Disorders; ascertain challenges experienced by teachers in teaching learners with ASD; and establish some of the teachers’ classroom strategies used in supporting learners with ASD. This study evoked a qualitative approach using a phenomenological research design, to be specific interpretative phenomenological research design. A sample of 12 participants consisting of special education teachers was purposefully and conveniently drawn from three government special schools in Lusaka District. Data collection instruments included interview guides and non-Participant lesson observation Checklist. Analysis of data was done using Interpretative Phenomenological Analysis which involved transcribing interview verbatims and analysing it for recurring themes relating to research objectives. The findings revealed that special education teachers had little knowledge on ASD, particularly its definition, characteristics and teaching strategies. Most teachers expressed challenges in coping with aggression, poor communication skills and lack of concentration in learners with ASD. Further, as observed by the researcher, the teaching of learners with ASD was hampered by a number of things; unstructured classrooms, inadequate teaching and learning materials, mixing of different disabilities in one class, undifferentiated teaching instructions, to mention but a few. Despite the aforementioned challenges, special teachers were appreciative of the strategies used in teaching learners with ASD in the classroom such as rewards, social stories, play, visuals, music and identifying learner’s interest for teaching. Based on the findings, the study recommended that; untrained and formally trained teachers should be provided with information on ASD and specialised training in ASD; different stakeholders, in the ministry of Education and Health, should be engaged in the diagnosis and placement of children with ASD in schools; accommodative classrooms should be created according to learning needs; there should also be the provision of assistive teaching and learning technology to improve the learning process for learners with ASD. Key words: Autism Spectrum Disorder, Experiences, Teaching. | en |
| dc.description.sponsorship | University of Zambia | en |
| dc.identifier.uri | http://localhost:4000/handle/123456789/8174 | |
| dc.language.iso | en | en |
| dc.publisher | University of Zambia | en |
| dc.subject | Children with autism spectrum disorders--Education. | en |
| dc.subject | Autistic children--Education. | en |
| dc.subject | Learning disabled children--Education. | en |
| dc.title | Experiences of teachers in teaching learners with autism spectrum disorders (ASD) in selected special schools in Lusaka district, Zambia. | |
| dc.type | Thesis | en |