Inclusion of Children with Autism Spectrum Disorders in Mainstream Primary School Classrooms: Zimbabwean Teachers' Experiences

Autor/in	Majoko, Tawanda
Titel	Inclusion of Children with Autism Spectrum Disorders in Mainstream Primary School Classrooms: Zimbabwean Teachers' Experiences
Quelle	In: International Journal of Special Education, 33 (2018) 3, S.630-656 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Social Support Groups; Autism; Pervasive Developmental Disorders; Foreign Countries; Inclusion; Elementary School Teachers; Elementary School Students; Phenomenology; Teacher Attitudes; Positive Attitudes; Special Needs Students; Faculty Development; Teacher Aides; Counseling Services; Parent Participation; Civil Rights; Social Justice; Communication Problems; Socialization; Zimbabwe + Suchen Sie Ihr Suchwort? Social support; Soziale Unterstützung; Autismus; Ausland; Inklusion; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Phenomenological psychology; Phänomenologie; Psychologie; Lehrerverhalten; Sonderpädagogischer Förderbedarf; Handreichung; Lehrerhilfe; Elternmitwirkung; Bürgerrechte; Grundrechte; Zivilrecht; Soziale Gerechtigkeit; Kommunikationsbarriere; Socialisation; Sozialisation; Simbabwe
Abstract	The shift in paradigm from exclusion to inclusion in education in Zimbabwe, in alignment with the global world, has resulted in a significant number of children with Autism Spectrum Disorders (ASD) being educated in mainstream primary school classrooms. Consequently, new demands are being made on teachers who are not necessarily adequately prepared for these children. The current study, embedded within the phenomenological approach, interpreted 24 Zimbabwean primary school teachers' responses to individual semi-structured, in-depth interviews on their experiences in the inclusion of children with ASD in mainstream classrooms. Despite participants' apprehension and uncertainty about inclusion, they held positive attitudes and commitment to its practice based on its entrenchment in human rights and social justice. Participants confronted and strategized on curriculum and instruction, communication, social and behaviour issues that interfered with the inclusion of children with ASD in mainstream classrooms. In-school and out-of-school support systems and resources, including the Zimbabwe Schools Psychological Services and Special Needs Education Department, teacher assistants, parents and educational psychologists supported teachers in the inclusion of children with ASD in mainstream classrooms. Professional development of teachers would assist them to support the inclusion of children with ASD in mainstream classrooms. Further research on the experiences of other stakeholders, including typically developing children, school administrators and parents in the inclusion of children with ASD in mainstream classrooms is needed. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationalsped.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01