Pedagogical approaches to develop social skills of learners with autism spectrum disorder: Perceptions of three foundation phase teachers

Janet Condy,Elna Barnard,Liezl Myburgh

doi:10.18820/2519593x/pie.v38.i2.16

Janet Condy, Elna Barnard + Show 1 more

Open Access

https://doi.org/10.18820/2519593x/pie.v38.i2.16

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Abstract

There are limited studies into the exact pervasiveness of autism spectrum disorder (ASD) in sub-Saharan Africa, and fewer still into early intervention for learners with autism. This paper focuses on how three foundation phase teachers provided explicitly structured classroom experiences to develop social skills training, particularly independence, behavioural etiquette and self-esteem of their learners. Some learners with ASD do become well- adjusted independent adults, but others experience challenges in interpreting emotions or forming and sustaining healthy interpersonal relations. This study was underpinned by Vygotsky’s (1978) socio-cultural theory which highlights the importance of social learning in the education of children with disabilities. A qualitative research design and an interpretivist paradigm were used for generating the data needed to track the development. Three purposively selected foundation phase (FP) teachers in three different types of schools were selected as the sample. Three vignettes provide the background to the discussions. Knowing that ASD is characterised by order and disorder, some pedagogical approaches may generate new divisions, while those presented here have noticeably benefited the learners with ASD; the teachers created learning opportunities to elevate the social skills of their high functioning learners with ASD.

Highlights

There have been limited studies on pedagogical approaches that teachers use when working with learners with autism spectrum disorder (ASD) in Southern Africa (Franz, Chambers, Von Isenburg & De Vries, 2017)
The gap in this particular field of research and pedagogical approaches teachers use when working with learners with ASD, encouraged the researchers to explore how three teachers attempted to develop social skills in their learners with autism in the foundation phase (FP) classroom
In order for the researcher to promote validity and collect credible, in-depth responses that were relevant to the research phenomenon, the data collection was conducted in the natural setting of the three FP teachers working with learners with ASD

Summary

INTRODUCTION

There have been limited studies on pedagogical approaches that teachers use when working with learners with autism spectrum disorder (ASD) in Southern Africa (Franz, Chambers, Von Isenburg & De Vries, 2017). In order to understand this environment fully, the researcher conducted relevant national and international literature reviews on diverse interactive skills of learners with ASD when they are in a group or community situation Coogle et al (2018) advocate the employment of narrative techniques for learners with ASD to understand as well as address their improper social interactions They believe that this technique entails a team consisting of important people in the lives of learners with ASD, namely parents, teachers, and therapists utilising strategies such as comic strips, cartooning, social scripts, smartboards and power cards to obtain specific identified behaviour, knowledge and skills

THEORETICAL FRAMING

RESEARCH DESIGN AND METHODOLOGY

FINDINGS AND DISCUSSION

CONCLUSION