Book contents
- Frontmatter
- Contents
- Tables
- Figures
- Preface
- Foreword
- Abbreviations
- Contributors
- Chapter 1 An Afrocentric perspective on Inclusive Education and Ubuntu
- Chapter 2 Framing Autism
- Chapter 3 Early Identification and Curriculum Differentiation for Learners with Autism
- Chapter 4 Religion and Autism: Integrating the Person with Autism into a Community
- Chapter 5 Voices and Views of Senior Students with ASD
- Chapter 6 Learners with ASD in a Rural Context
- Chapter 7 Technology Opening New Worlds for those with Autism – an Overview
- Chapter 8 Partnerships for Autism in the Zimbabwean Inclusive Education System
- Chapter 9 Parents and community partnerships in educating children with ASD as an Inclusive Education strategy
- Chapter 10 ASD: Adolescents and Sexual Experiences in Rural Mpumalanga
- Chapter 11 Classroom Assessment of Learners with Autism – Implications for Educators
- Chapter 12 Autism and inclusion
- Chapter 13 Autism and the Law
- A Preliminary Conclusion: Trends in ASD Research in South(ern) Africa
- Appendix: Autism-related organisations in South Africa
- Index
Chapter 12 - Autism and inclusion
- Frontmatter
- Contents
- Tables
- Figures
- Preface
- Foreword
- Abbreviations
- Contributors
- Chapter 1 An Afrocentric perspective on Inclusive Education and Ubuntu
- Chapter 2 Framing Autism
- Chapter 3 Early Identification and Curriculum Differentiation for Learners with Autism
- Chapter 4 Religion and Autism: Integrating the Person with Autism into a Community
- Chapter 5 Voices and Views of Senior Students with ASD
- Chapter 6 Learners with ASD in a Rural Context
- Chapter 7 Technology Opening New Worlds for those with Autism – an Overview
- Chapter 8 Partnerships for Autism in the Zimbabwean Inclusive Education System
- Chapter 9 Parents and community partnerships in educating children with ASD as an Inclusive Education strategy
- Chapter 10 ASD: Adolescents and Sexual Experiences in Rural Mpumalanga
- Chapter 11 Classroom Assessment of Learners with Autism – Implications for Educators
- Chapter 12 Autism and inclusion
- Chapter 13 Autism and the Law
- A Preliminary Conclusion: Trends in ASD Research in South(ern) Africa
- Appendix: Autism-related organisations in South Africa
- Index
Summary
Abstract
This chapter will focus on strategies for inclusion of learners with autism in mainstream education in accord with human rights policies and legislation. These strategies will be addressed by being entrenched in the inclusive pedagogy. The teaching strategies for inclusion of learners with autism addressed will be grounded in ensuring equity and equitable access, acceptance, participation and success of these learners mainstream classes in the community of their typically developing peers. This will include understanding inclusion, autism and how teachers can meet the needs of learners with and without autism in mainstream classes simultaneously. Teachers will be guided on applying their knowledge of inclusion, curriculum adaptation, classroom support, psycho-social support, emotional support, communication support and positive behaviour management in collaboration and discourse with other stakeholders. They will also be motivated to reflect on the success and effectiveness of adoption and adaptation of inclusion strategies in response to the needs of individual learners with autism and their contexts. Furthermore, practical considerations with respect to the process, content, environment and product of teaching and learning in mainstream classes will be discussed in a bid to bridge the theory and practice gap in inclusion of learners with autism in mainstream school classrooms. Teachers will be sensitised on how to support the social, behavioural and communication development of learners with autism in mainstream classrooms. The provision of interventions/support that meet the needs of learners with autism in the context of the mainstream classes will be discussed.
Introduction
Embedded within international research findings, this chapter presents challenges and ‘best practices’ in inclusion of learners with autism in mainstream education using Afrocentric lens particularly Ubuntu philosophy. Globally, autism is the most prevalent neurological disorder among children (Chandler-Olcott & Kluth, 2009). Autism is diagnosed in about 1:68 children (Centres for Disease Control and Prevention, 2014). This is higher than 1:88 that was revealed in 2012 (Centres for Disease Control and Prevention, 2014). Autism is characterised by deficits in language development (communication), lack of peer relationships, impaired non-verbal behaviour (social development), ritualistic behaviour and resistance to change (American Psychiatric Association, 2013; Humphrey 2008; Lynch & Irvine, 2009; Mandell, Ittenbach, Levy & Pinto-Martin, 2007). Autism is perceived as the ultimate learning disability because of its associated social and language difficulties (Jones & Frederickson, 2010).
- Type
- Chapter
- Information
- AutismPerspectives from Africa Volume 1, pp. 162 - 174Publisher: University of South AfricaPrint publication year: 2020