Challenges faced and Strategies used by Teachers to enhance Academic Performance among Learners with Autism Spectrum Disorder (ASD) at a School in Zimbabwe: A Quantitative Descriptive Study

Teaching strategies for learners with Autism Spectrum Disorder

Authors

  • Tongai Chichaya Bournemouth University https://orcid.org/0000-0002-7860-4993
  • Kimberly R Kanda Zimbabwe Open University
  • Patricia Mutandwa Queen Margaret University

DOI:

https://doi.org/10.20372/dcidj.750

Keywords:

neurodiversity,, education,, Autism Spectrum Disorder, , Zimbabwe, , teaching and learning strategies

Abstract

Aim: The study aimed to investigate the challenges that are encountered by teachers when teaching learners with autism at a high school in Zimbabwe and to identify strategies that can be used to enhance academic performance of the learners.

Methods: A cross sectional survey study design was used in this study. A questionnaire was used to collect data from the teachers. A sample size of 20 teachers participated in the study. Ethical principles of autonomy, beneficence, non-maleficence, and justice were adhered to throughout the research process. Descriptive statistics were used to analyse all quantitative data. Responses to open ended questions were analysed thematically.

Results: Key challenges reported by the teachers among leaners with autism were time management, meltdowns, difficulties in coping with routine changes, obsessive compulsive tendencies and being easily distracted. The teachers reported the following confidence levels with teaching learners with autism: 5% not confident at all; 15% slightly confident; 65% fairly confident; 10% more confident and 5% extremely confident.  Most of the strategies currently being used at the school relate to visual teaching materials such as use of colour coding, objects, videos, and worksheets. Participants recommended the adoption of new strategies such as provision of therapies at the school, advocacy to raise awareness, use of modern technology and some changes to curriculum delivery.

Conclusions and implications: Findings show that teachers at the school are using a range of strategies to support learners with autism despite some feeling less confident and having moderate knowledge about autism. Results imply a significant need for the teachers to be trained on autism and how the learners with autism can be better supported in order to enhance their academic performance. Findings may not be generalisable to other schools in Zimbabwe.

Author Biographies

Tongai Chichaya, Bournemouth University

Dr Tongai Chichaya is a Senior Lecturer in occupational therapy at Bournemouth University. He holds a Bsc (Hons) in Occupational Therapy from the University of Zimbabwe; Masters in Public Health from the University of Namibia and a PhD in occupational therapy from the University of KwaZulu Natal in South Africa. His research interests are in occupational justice with a focus on the rights and lived experiences of people with disabilities and co-creating solutions. Tongai is currently a member of the congress programme scientific committee of the World Federation of Occupational Therapists. Tongai previously worked in Zimbabwe, Namibia and British Overseas Territories. His previous roles include clinical occupational therapy rotations; being the National Coordinator for a Community Based Rehabilitation program within primary health care services where he led the development of CBR training manual and CBR guidelines which were implemented nationally. He has also worked as a Rehabilitation Quality Specialist for a state owned enterpise responsible for rehabilitation of people injured in road traffic accidents with a key focus on return to work, driving rehab, assistive technology, & home adaptations; and being Vice President of the Occupational Therapy Africa Regional Group. Tongai is passionate about the use of knowledge translation to create and promote opportunities for persons with disabilities to participate in daily activities of their choice and need be it in school, work or community as equal citizens. He firmly believes inclusion of persons with disabilities is a requisite for the attainment of Sustainable Development Goals.

Kimberly R Kanda, Zimbabwe Open University

Bsc (Hons) Special Education, Faculty of Applied Social Sciences, Department of Disability Studies

Patricia Mutandwa, Queen Margaret University

Bsc (Hons) Diagnostic Rad, Msc Medical Informatics, PGcert Mammo

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Published

2024-10-15

How to Cite

1.
Chichaya T, Kanda KR, Mutandwa P. Challenges faced and Strategies used by Teachers to enhance Academic Performance among Learners with Autism Spectrum Disorder (ASD) at a School in Zimbabwe: A Quantitative Descriptive Study: Teaching strategies for learners with Autism Spectrum Disorder. DCIDJ [Internet]. 2024 Oct. 15 [cited 2024 Nov. 3];35(1):102-16. Available from: https://dcidj.uog.edu.et/index.php/up-j-dcbrid/article/view/750

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Section

Original Research Articles