Management Strategies for Children with Autism Spectrum Disorders in Mainstream Classrooms: Evidence from Selected Special Units in Lusaka Province of Zambia

Management Strategies for Children with Autism Spectrum Disorders in Mainstream Classrooms: Evidence from Selected Special Units in Lusaka Province of Zambia



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The study sought to establish management strategies and parental involvement in management of learners with Autism Spectrum Disorders in Special Units in Lusaka. A descriptive design using qualitative research approach was used to conduct the study. The sample consisted of thirty (30) participants comprising 6 school administrators, 12 teachers and 12 parents from 6 selected primary special schools and units and communities in Lusaka district. Purposeful sampling procedure was used to select school administrators, teachers, and parents. Interview guides and observation checklists were used as data collection tools. Data was then analyzed thematically. The study revealed that teachers mainly use individualized and group approaches. It was further revealed that a combination of management strategies are applied including: use of real sensory objects, music, ADL, ABC therapy, time-outs, games and counseling to foster learning, communication, social and behavioral development which however rarely used. However, involvement of parents was minimal and challenges such as lack of knowledge, specialised professionals, materials and resources, assessment, poor pre-service training, communication barriers, over enrolment, lack of multi-disciplinary approach among other challenges were major barriers to implementation of effective management. The study recommends continuous professional development for teachers and improved home school collaborations.

Keywords: Autism, Children, Management, Special Primary Schools and Units
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How to Cite

Busiku, C., & Matafwali, B. (2022). Management Strategies for Children with Autism Spectrum Disorders in Mainstream Classrooms: Evidence from Selected Special Units in Lusaka Province of Zambia. European Journal of Education and Pedagogy, 3(2), 135–141. https://doi.org/10.24018/ejedu.2022.3.2.288

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 Charity Busiku
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 Beatrice Matafwali
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