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 3 - Early Identification and Curriculum Differentiation for Learners with Autism
- 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 the significance of early identification and Curriculum Differentiation for learners with autism in the inclusive classrooms. Autism Spectrum Disorder (ASD) is a condition that affects many children in South Africa and around the world. Early identification of learners with ASD is very crucial as it facilitates the process of early intervention such as Curriculum Differentiation. Learners who experience barriers to learning perform better and benefit from educational settings, which are inclusive and have the ability to respond to their needs. When individual needs are met, the individual has the ability to access education at the relevant and appropriate level to succeed. Learners with autism have specific needs which when ide-ntified early, will enable them to thrive and lead a successful life like all other individuals and contribute meaningfully to society.
Introduction
Inclusive Education is practised in many countries globally. South Africa embarked on the implementation of Inclusive Education in 2001, with the aim of providing quality education and accommodating all learners including those who have additional learning needs such as autism into regular classes. Advocates of inclusion encourages a shift from a medical model to the one that embraces diversity (Bornman & Donahue, 2014; Chireshe, 2013; Majoko, 2016; Phasha, 2016; Subban & Mahlo, 2017; Watson, 2018). There are tremendous benefits for learners to learn in an inclusive setting with their peers who are different from them (Shaik, 2015) because all learners are given access and equal educational opportunities to succeed. Teachers are expected to identify learners with autism early in their school career and meet their individual needs (DoE, 2001). This can be realised when teachers use innovative pedagogies such as Curriculum Differentiation to teach learners with autism. The principle of inclusivity signifies the value of every person to be included in the society, regardless of their unique characteristics (Phasha, 2016 ), including autism.
As mentioned in the introduction, an Afrocentric viewpoint of Inclusive Education is entrenched in theories that originated from Africa such as Ubuntu, Africanisation and Indigenous Knowledge in addition to Eurocentric theories. Inclusive Education cannot be understood using western theories and practices only, but also non-western theories should be acknowledged as they are culturally and contextually relevant to Africa, these theories include Ubuntu (see also the Introduction to this volume).
- Type
- Chapter
- Information
- AutismPerspectives from Africa Volume 1, pp. 25 - 39Publisher: University of South AfricaPrint publication year: 2020