Management Strategies for Children with Autism Spectrum Disorders in Mainstream Classrooms: Evidence from Selected Special Units in Lusaka Province of Zambia
##plugins.themes.bootstrap3.article.main##
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.
References
-
Addabo, L. (2011). Behavior Management strategies for Individuals with Autism Spectrum Disorders. www.amaze.org
Google Scholar
1
-
Alexander, H. (2014). Challenges faced by teachers when teaching learners with developmental disability [Unpublished M.A thesis]. University of Oslo.
Google Scholar
2
-
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th Ed.). Washington, DC: APA. Google schooler Cross Ref.
Google Scholar
3
-
Bakare, M.O. & Munir, K.R. (2011). Autism Spectrum Disorder (ASD) in Africa: A Perspective. African journal of psychiatry, 14, 208-210.
Google Scholar
4
-
Baron-Cohen, S. (2000). Theory of Mind& Autism: A fifteen-year review. In S.Baron-Corehen, H.Tager-Flusberg & D.J.Cohen (Eds), Understanding other minds: Perspectives from Developmental Cognitive Neuroscience. Oxford University Press.
Google Scholar
5
-
Brown, A. & Crewther, D (2017). Autistic children show a surprising relationship between global visual perception, non-verbal intelligence and visual parvocellular functions, not seen in typically developing children. Font.hum.neurosci, 11, 239. doi .10.3389/fnhum.2017.00239
Google Scholar
6
-
Bubsy, R, Ingram, Bowron, R, Jan, O & Lyons, B, (2012). Teaching elementary children with autism: Addressing teacher challenges and preparation needs. Rural Education, 33(3), 27-35.
Google Scholar
7
-
Desforges, C. (2003). The Impact of Parental Involvement, Parent Support and Family Education on Pupil Achievement and Adjustment. DFES Research Report, 433.
Google Scholar
8
-
Dominick K., Davis N., Lainhart J., Tager-Flusberg H., Folstein S. (2007). Atypical Behaviors in Children with Autism and Children with a History of Language Impairment. Res Dev Disabil, 28(2).
Google Scholar
9
-
Ehiemuna, S. (2014). Autism: Educational Strategies in School. European Journal of Research & Reflection in Educational Sciences, 2(2).
Google Scholar
10
-
Flynn, L. & Healy, O. A review of treatments for deficits in social skills and self-help skills in autism spectrum disorders. Research in Autism Spectrum Disorders, 6(1), 431-441.
Google Scholar
11
-
Folden, T. (2009). Social skills Interventions: Getting To the Core of Autism. Interactive autism network. Iancommunity.org
Google Scholar
12
-
Geraldina, E. (2015) Teachers’ Knowledge and Perceived Challenges of Teaching Children with Autism in Tanzanian Regular Primary Schools. International Journal of Academic Research and Reflection, 3(5).
Google Scholar
13
-
Hart, J.E & Malian, I. (2013). A state-wide survey of special education directions on teacher preparation and licentiate in autism spectrum disorders. A mode for university and state collaboration. International journal of special education, 28, 3-13.
Google Scholar
14
-
Jordan (2003). Social Play and Autistic Spectrum Disorders: A perspective on theory implication and education approach. Autism, 7-347. Doi: 10.1177/1361303007004002.
Google Scholar
15
-
Kombo, D.A., & Tromp, D.K (2006). Proposal and thesis writing: an introduction. Nairobi Paulines Publication Africa.
Google Scholar
16
-
Kirk, S, Gallagher, J.J, Coleman, M.R & Anastasio, N (2009). Educating Exceptional Children: USA: 12th ed, Wadsworth Belmont
Google Scholar
17
-
Marsh, E.J. &Wolfe, D.A. (2002). Abnormal Child Psychology (2nd Ed). Belmont: Wadsworth Group.
Google Scholar
18
-
Maulick, P.K & Darmstadt, G.L (2007). Childhood Disability in Low-and Middle-income Countries:Overview of screening , prevention, services, Legislation and Epidemiology. Paediatrics, 120. supplement: SI-S55).
Google Scholar
19
-
Munsaka, E. & Matafwali, B. (2013). Human Development from Conception to Adolescence: Typical and Atypical Trends. University of Zambia Press.
Google Scholar
20
-
Myers S., Johnson C. (2007). Council on Children with Disabilities. Management of children with autism spectrum disorders. Pediatrics, 120(5).
Google Scholar
21
-
Mwakalinga, H.F. (2012). How Teachers influence the Development of social Interaction for Learners with Autism. http://www.duo.uio.no/ 2012
Google Scholar
22
-
Ndhlovu, D. (2008). Challenges faced by pupils with disabilities in accessing education in inclusive schools in Zambia. University of Zambia press.
Google Scholar
23
-
Nyoni, J. (2011). The Impact of Discovering that a Child has Autism Spectrum Disorder: A Phenomenological Study of Lusaka Parents. University of Zambia, Lusaka.
Google Scholar
24
-
Todd T, Beamer J, & Goodreau, J (2014). Bridging the Gap: Teacher-Parent Partnership for Students with Autism Spectrum Disorders. LEARNing Landscapes, 8, NO1Autumn
Google Scholar
25
Similar Articles
- Evaggelos Foykas, Children’s Voice as a Parameter of Ryan’s Model for Promoting Inclusive Education: The Case of Greece , European Journal of Education and Pedagogy: Vol. 5 No. 3 (2024)
You may also start an advanced similarity search for this article.