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
DOI:
https://doi.org/10.20372/dcidj.750Keywords:
neurodiversity,, education,, Autism Spectrum Disorder, , Zimbabwe, , teaching and learning strategiesAbstract
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.
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