82 results in Unisa Press
Chapter 8 - Partnerships for Autism in the Zimbabwean Inclusive Education System
- Edited by Dikeledi Mahlo, Mary G. Clasquin-Johnson, Michel Clasquin-Johnson
-
- Book:
- Autism
- Published by:
- University of South Africa
- Published online:
- 23 November 2021
- Print publication:
- 12 December 2020, pp 107-118
-
- Chapter
- Export citation
-
Summary
Abstract
Partnerships in Inclusive Education span a range of options, supports and activities including with special populations. An increasing prevalent population is learners with ASD. This chapter will address issues around partnerships in the identification of learners with ASD in the Zimbabwean education system, inclusive support options for them, their families and communities. Early identification of learners with ASD is crucial as it facilitates the process of early intervention such as curriculum adaptation. Learners with ASD who experience friendly learning environments perform better as their environments will be responding to their educational needs. Levels of support for which partnerships are needed and the prospects for their availability and implementation in the Zimbabwean Inclusive Education system will be discussed. The chapter will also address challenges that are being met by inclusive community partners in the Zimbabwean education system in their endeavour to create conducive learning spaces of learners with ASD.
Theoretical framework
This chapter adopts the systems theory to explain autism and issues related to partnerships for ASD in the Zimbabwean Inclusive Education system. The systems theory was adopted for two main reasons:
• It looks at an individual with ASD from a community point of view, which is consistent with the philosophy of Inclusive Education practices worldwide. The theory does not view poor learning outcome in learners with ASD as the problem of their condition, but rather as the symptom of a problem in the education system as a whole (Shora, 2004).
• It views ASD from a social model perspective, which is again in line with globally accepted trends of disability and health (Mpofu & Oakland, 2010; WHO, 2004).
The next section provides an overview of the systems theory.
Systems theory
Systems theory was proposed in the 1940s by the biologist Ludwig von Bertalanffy, and further developed by Ross Ashby (1950). Von Bertalanffy was both reacting against reductionism and attempting to revive the unity of science. He emphasised that real systems (Makore-Rukuni, 2003) are open to, and interact with their environments, and that they can acquire qualitatively new properties through experiences, resulting in continual evolution (Makore-Rukuni, 2003).
Figures
- Edited by Dikeledi Mahlo, Mary G. Clasquin-Johnson, Michel Clasquin-Johnson
-
- Book:
- Autism
- Published by:
- University of South Africa
- Published online:
- 23 November 2021
- Print publication:
- 12 December 2020, pp viii-viii
-
- Chapter
- Export citation
Index
- Edited by Dikeledi Mahlo, Mary G. Clasquin-Johnson, Michel Clasquin-Johnson
-
- Book:
- Autism
- Published by:
- University of South Africa
- Published online:
- 23 November 2021
- Print publication:
- 12 December 2020, pp 253-258
-
- Chapter
- Export citation
Chapter 2 - Framing Autism
- Edited by Dikeledi Mahlo, Mary G. Clasquin-Johnson, Michel Clasquin-Johnson
-
- Book:
- Autism
- Published by:
- University of South Africa
- Published online:
- 23 November 2021
- Print publication:
- 12 December 2020, pp 6-24
-
- Chapter
- Export citation
-
Summary
Abstract
This chapter examines how South African organisations frame autism on their websites. I illustrate how the resultant narrative shapes public opinion and proceed to disturb the dominance of the medical model and clinical description of autism. This model is in stark contrast to the social model of inclusion, which South Africa formally adopted in 2001. Drawing on the concept of empathetic scholarship introduced by the emerging field of Critical Autism Studies, I analyse 64 South African organisations’ websites. My analysis exposes that the dominant narrative on autism as an undesirable medical condition creates panic and perpetuates stigma. Moreover, the economic drivers of pathology render autism advocates complicit. In contrast, the counter-narrative of neurodiversity recognises autism as natural human difference to be respected as any other difference. This holds promise for how parents and teachers view individuals with autism and respond to their needs.
Introduction
Many parents experience their child's autism diagnosis as frightening, overwhelming (McCollum, 2012:101) and traumatic (Dale, Jahoda & Knott, 2006:464). Similarly, Navot, Jorgenson, van der Stoep, Toth and Webb (2016:605) have described the diagnosis of autism as a significant stressor for parents. Moreover, studies such as those conducted by Kaniel and Siman-Tov (2011) and Giallo, Wood, Jellett and Porter (2011) have found that parents of children with autism experience more fatigue, stress, depression and anxiety, compared to parents of children with other disabilities. This is consistent with Dudley- Marling and Gurn's (2010:5) argument that ‘living on the boundary of the normal curve’ affects the life quality of parents of children with disabilities. People search for meaning and justifications (Dale, Jahoda & Knott 2006:464) to make sense of stressful events and often seek online information related to education, practical help and support (Clasquin- Johnson & Clasquin-Johnson, 2018:4; Meadan, Stoner & Angell, 2015:1679; McCollum, 2012:108). I therefore conducted a literature review of South African websites to illuminate how autism is framed on these websites.
The internet shapes public opinions about autism (Thibault, 2014:60). While only about half of South Africans have access to the internet (De Villiers 2019), that is an increase from approximately one-third a decade earlier (Statistics SA, 2011:66), and it is an important source of information for those who do have access.
Chapter 1 - An Afrocentric perspective on Inclusive Education and Ubuntu
- Edited by Dikeledi Mahlo, Mary G. Clasquin-Johnson, Michel Clasquin-Johnson
-
- Book:
- Autism
- Published by:
- University of South Africa
- Published online:
- 23 November 2021
- Print publication:
- 12 December 2020, pp 1-5
-
- Chapter
- Export citation
-
Summary
The Salamanca Statement and Framework for Action on Special Needs Education (UNESCO, 1994) reaffirmed the fundamental right to education of everyone as enshrined in the Universal Declaration of Human Rights (United Nations, 1948). It renewed the pledge of the World Conference on EFA (Jomtien, 1990) to safeguard the rights of all irrespective of individual differences. Consequently, the world shifted in paradigm from exclusive to Inclusive Education. Civil rights movements as expressed in various international human rights instruments including the Convention on the Rights of the Child (United Nations, 1989) and the Convention of the Rights of Persons with Disabilities (United Nations, 2006) propels the global impetus for Inclusive Education (De Boer & Simpson, 2009; Majoko, 2017). Inclusive Education champions the human rights and social justice agenda (Eldar, Talmor & Wolf-Zukerman, 2010; Majoko, 2016; Phasha, 2016; Symes & Humphrey, 2010, 2016). Access, participation, acceptance and success of all learners including those with autism in ordinary education underpin Inclusive Education. Worldwide, inclusion in education is the best option of service delivery in education (Humphrey & Lewis, 2008; Leach & Duffy, 2009; McGillicuddy & O’Donnell, 2013). Inclusive Education is a catalyst for elimination of societal discriminatory attitudes towards persons with disabilities including autism.
Although Inclusive Education is popularly perceived as a western philosophy, it is embedded in Afrocentricity. According to Phasha (2016), Inclusive Education is not a foreign phenomenon in Africa because of the embedded-ness of its practices and ideals in the lives of Africans. The alignment of the principles and values of Inclusive Education with the principles and values of African theories reveals that it is not an exclusively western fundamental pedagogical innovation of aspiration and contention of the century (Phasha, 2016). Terms such as “primitive, backward, archaic, outdated, pagan and/or barbaric” (Ocholla, 2007:239) were employed to keep other ways of knowing at the margins because the European epistemology had hegemony over African epistemology (Phasha, 2016; Van Wyk, 2014). An Afrocentric perspective of Inclusive Education is entrenched in theories originated in the African continent including Ubuntu, Africanisation and Indigenous Knowledge instead of imported from elsewhere, as is the case with Eurocentric theories (Anderson, 2012; Sotuku & Duku, 2014).
Chapter 6 - Learners with ASD in a Rural Context
- Edited by Dikeledi Mahlo, Mary G. Clasquin-Johnson, Michel Clasquin-Johnson
-
- Book:
- Autism
- Published by:
- University of South Africa
- Published online:
- 23 November 2021
- Print publication:
- 12 December 2020, pp 72-83
-
- Chapter
- Export citation
-
Summary
Abstract
There is a challenge in rural areas with regard to identifying and providing support services for children and youth with ASD. Teachers in rural communities are often confronted by various challenges related to learners with ASD, which include impairments of social interaction, communication and thought processes. Owing to lack of knowledge and skills on how to accommodate such learners, teachers ultimately confuse or misconstrue the learning support needs of learners with ASD to be having challenging behaviours, being stubborn, unmotivated, emotionally impaired, undisciplined, severely or intellectually impaired. This may bring about the delays in progressive and relevant intervention strategies that could be established to combat the developmental barriers that young children and youth with ASD may experience. Learners in rural areas who live with ASD, like their counterparts in urban areas, need consistent individual support, structured and adapted curricula to prevent and address learning breakdown.
Since the developmental skills and abilities of learners with ASD are atypical, highly indivualised and do not always develop spontaneously, this chapter will focus on learners with ASD in rural context. I will specifically delve into the causal factors (mainly intrinsic to the learner), how rural environments affect and influence the developmental milestones of learners with ASD, and the intervention strategies, which could provide opportunities for social interaction between learners with ASD and their neuro-typical peers in inclusive settings.
Introduction
Rural settings present specific discrepancies and actual challenges to families of learners with ASD, which in most cases emanate from limited physical access to resources (Mello, Urbano, Goldman & Hodapp, 2016). This is owing to the geographic distance between families and service providers, inadequate availability of diagnostic treatment and supportservices, low reliance on health care professionals and cultural belief systems (Roth, 2017) (see Chapter 4 for more information of belief systems). Moreover, challenges in rural areas are envisaged to be in conjunction with screening, identifying and providing support services for children and youth with ASD. This chapter focuses on the background to ASD in a rural context, the intrinsic etiologic or causal factors, rural environment influence on early identification of learners with ASD, and education intervention strategies which could provide opportunities for social interactions between learners with ASD and their neuro-typical or ordinary peers in inclusive settings (refer to chapter 1 in this book).
Chapter 10 - ASD: Adolescents and Sexual Experiences in Rural Mpumalanga
-
- By Joyce Mcgogo
- Edited by Dikeledi Mahlo, Mary G. Clasquin-Johnson, Michel Clasquin-Johnson
-
- Book:
- Autism
- Published by:
- University of South Africa
- Published online:
- 23 November 2021
- Print publication:
- 12 December 2020, pp 127-145
-
- Chapter
- Export citation
-
Summary
Abstract
Adolescence is viewed as a critical period of sexual scouting and experimenting between fantasies and realities. Experiences of adolescents with ASD of coping with demands of growing-up, and sexual puberty issues are scarce. Sexuality education is an important developmental task during adolescents influenced by hormonal puberty body changes. As a result, adolescents with autism develop sexually in the same way as their peer age group, but may require extra help to build the social skills and maturity that go along with sexual development of puberty. The sexuality education needs of adolescence with ASD are unique; and are not adequately addressed in the existing curriculum on sexuality education programmes. An issue of sexuality education is only implemented when behaviour is demonstrated that is considered deviant or problematic. Adolescent learners with ASD are often viewed as innocent and the need for sexuality education may be overlooked and ignored by both parents and teachers. Parents and teachers fear engaging discussions on sexuality issues; that it will increase sexual experimentation with ASD adolescents. Adolescents with ASD have sexual needs but may not understand their physical and emotional development experience if not guided.
Keywords: Autism Spectrum Disorder; sexuality education and parents
Introduction
This chapter aims to provide understanding and explore existing knowledge and experiences on sexuality-related issues among adolescents with ASD in the South African context. ASD is a complex disorder with varying presentations of cognitive, social and behaviour denial school (Hayward & Saunders, 2010). Existing literature focuses more on people with intellectual disabilities than on people with ASD. This chapter therefore emphasises the importance and right to education and adequate information on sexuality-related issues for people with ASD.
There is a growing consensus on the importance of thinking about comprehensive sexuality education (CSE) as a normative and positive aspect of child and adolescent development (International Technical Guideline on Sexuality Education, 2018). This requires understanding of interaction between ASD and the development domain of comprehensive sexuality education. The role of comprehensive sexuality education in development and daily functionality of adolescents’ including ASDs has been recognised as an important component of adolescent health intervention (World Health Organization (WHO), 2017).
Chapter 3 - Early Identification and Curriculum Differentiation for Learners with Autism
- Edited by Dikeledi Mahlo, Mary G. Clasquin-Johnson, Michel Clasquin-Johnson
-
- Book:
- Autism
- Published by:
- University of South Africa
- Published online:
- 23 November 2021
- Print publication:
- 12 December 2020, pp 25-39
-
- Chapter
- Export citation
-
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).
Contents
- Edited by Dikeledi Mahlo, Mary G. Clasquin-Johnson, Michel Clasquin-Johnson
-
- Book:
- Autism
- Published by:
- University of South Africa
- Published online:
- 23 November 2021
- Print publication:
- 12 December 2020, pp v-vii
-
- Chapter
- Export citation
Preface
- Edited by Dikeledi Mahlo, Mary G. Clasquin-Johnson, Michel Clasquin-Johnson
-
- Book:
- Autism
- Published by:
- University of South Africa
- Published online:
- 23 November 2021
- Print publication:
- 12 December 2020, pp ix-ix
-
- Chapter
- Export citation
-
Summary
Current teacher education programmes still focus primarily on the normative child. For example, the latest undergraduate bachelor programmes may only include a single module dedicated to Inclusive Education. Yet, a definitive feature of today's educational landscape is diversity. Teacher education programmes must therefore ensure that all teachers are better prepared to accommodate the needs, interests and abilities of learners who are culturally, linguistically and developmentally diverse. Our educational policies on Inclusive Education compel us to educate all learners, including those with autism. This is fundamental for advancing human rights and social justice.
Together with my colleagues working in the fields of Inclusive Education and Special Needs Education, this book represents our attempt to initiate a conversation about autism in Africa. How do we as Africans understand, define and frame autism? Is autism simply a disability? Is autism regarded as a natural form of human diversity? How should we as lecturers prepare our students to teach learners with autism in mainstream or special education settings?
As scholars, we acknowledge the pockets of excellence that exist related to education and therapeutic intervention for children and adults on the autism spectrum in both public and private settings. However, we are critical of the extensive policy borrowing that has characterised post-colonial Africa. While we recognise the extensive international scholarship on autism, very limited research has been conducted in our African contexts. We believe that we need to brainstorm and develop our own context-specific interventions and pedagogies that will be appropriate, affordable and responsive to the needs of our children and adults with autism.
Through our interaction with schools and teachers, we have learned that:
• Many teachers (mis)interpret autism as severe brain injury.
• Few teachers understand that autism is a spectrum condition.
• The overwhelming majority of children and adults with autism are not receiving the support they require to thrive.
• Existing policies and programmes have reinforced segregated placement, which undermines social inclusion, acceptance and support.
This book is also part of a much larger research project on Curriculum Adaptation for Learners with Autism, funded by the Women-in-Research Programme at the University of South Africa.
Tables
- Edited by Dikeledi Mahlo, Mary G. Clasquin-Johnson, Michel Clasquin-Johnson
-
- Book:
- Autism
- Published by:
- University of South Africa
- Published online:
- 23 November 2021
- Print publication:
- 12 December 2020, pp viii-viii
-
- Chapter
- Export citation
Chapter 7 - Technology Opening New Worlds for those with Autism – an Overview
-
- By Leila Goosen
- Edited by Dikeledi Mahlo, Mary G. Clasquin-Johnson, Michel Clasquin-Johnson
-
- Book:
- Autism
- Published by:
- University of South Africa
- Published online:
- 23 November 2021
- Print publication:
- 12 December 2020, pp 84-106
-
- Chapter
- Export citation
-
Summary
Abstract
Using information and communication technologies (ICTs) has transformative effects on people with ASD. Technologies open worlds for those on the spectrum. The research question addressed is: How can technology be used to help students with ASD to be active participants in school, at home and in the community? Theoretical and conceptual frameworks and/or strategies as lenses for understanding this research include augmentative and alternative communication (AAC), technology-aided interventions and instruction for students with ASD and how technology can be used to facilitate personal, social and vocational skills in youth with ASD. A literature review e.g. compares direct and technology-based praise statements to increase physical activity for students with ASD. This section looks at portable video modelling technology to increase compliment behaviours, collaborative virtual environment technology, and the acceptance, challenges and application of wearable technology to support people with ASDs. Sections illustrate methodologies and designs used and research undertaken. Discussion of findings detail samples implemented. The value of findings is illustrated regarding filling gaps identified, with a summary concluding the chapter regarding how technology is used to advance autism research and treatment.
Introduction
Against the background of the vast changes in Information and Communication Technologies (ICTs) over especially the past ten years, the use of such technologies has been having profoundly “transformative effects on the lives of people” with ASD (Chandler, 2016, p. 43).
Since the introduction of smart phones and tablet devices, like the iPad and the subsequent explosion of such devices with specialised applications for communication and related skills (Chandler, 2016), the proliferation of such relatively inexpensive mobile technologies have dramatically changed how education and behavioural services are provided and/or delivered to individuals with ASD (Lofland, 2016).
Students these days are frequently referred to as digital natives in terms of technology. According to Lofland (2016), this is often also true for students on the autism spectrum. In fact, many individuals with ASD are more comfortable when interacting with inanimate objects like a computer or an iPad rather than communicate face-to-face with other humans.
It has been established that mobile technology, that, for most people, serve as only entertainment or convenience (Chandler, 2016), can be also be used effectively for assisting in learning academic areas.
A Preliminary Conclusion: Trends in ASD Research in South(ern) Africa
- Edited by Dikeledi Mahlo, Mary G. Clasquin-Johnson, Michel Clasquin-Johnson
-
- Book:
- Autism
- Published by:
- University of South Africa
- Published online:
- 23 November 2021
- Print publication:
- 12 December 2020, pp 249-250
-
- Chapter
- Export citation
-
Summary
In the title of this book we promised to provide African perspectives on autism. The time has come to ask if we succeeded. Formally, we can say that we have. All but one of the chapters in this book were written by authors currently living and researching in Africa, and our two Australian colleagues have long-standing links with our continent. But if we delve in a little deeper and ask if there is anything in this volume that is distinctly African, that could not have been written anywhere else, then we must come up with a more nuanced answer. Three issues immediately spring to mind.
First, every author in this volume (and I must include myself in this) uncritically accepts the DSM-V and its predecessors. In this era of decolonial and post-colonial discourse, how can we Africans allow the American Psychiatric Association to be the final arbiter of our (dis)ability? Is it not time for us to delve into the question of what it means to have a disability in African society? France does not use the DSM, but has developed its own classification system known as the CFTMEA (Classification Française des Troubles Mentaux de L’Enfant et de L’Adolescent). Should Africa not do the same?
That does not mean that we need to discard all the excellent work done by Euro- American researchers, clinicians and educators. But far more thought needs to go into fundamental issues. If we can work out our own understanding of disability, we will be able to evaluate the work done elsewhere in the right context.
Second, our contributions are geographically constrained. Africa is the second largest continent. It has a dazzling variety of cultures and traditions. But our book concentrates on the southern tip of Africa. Perhaps it was presumptuous of us to claim the continent in our title. Here we can only promise to look further afield in future volumes.
Third, some of us have appealed to the concept of Ubuntu. It is an attractive concept, but like all attractive concepts it runs the risk of being absolutised. To what extent is Ubuntu an objective description of an existing pan-African ethos? Could it be more usefully viewed as a condition devoutly to be wished for and worked towards? Is Ubuntu a timeless African ontology or is it an active teleological direction?
Chapter 11 - Classroom Assessment of Learners with Autism – Implications for Educators
- Edited by Dikeledi Mahlo, Mary G. Clasquin-Johnson, Michel Clasquin-Johnson
-
- Book:
- Autism
- Published by:
- University of South Africa
- Published online:
- 23 November 2021
- Print publication:
- 12 December 2020, pp 146-161
-
- Chapter
- Export citation
-
Summary
Abstract
In the age of outcome-based reforms, where accountability and high-stakes testing are at the core of educational practices, it is important that ALL learners including those with ASD benefit from educational assessment in the general education classroom. Underlying such inclusion is a three-pronged practice that is critical for learners with autism to benefit from classroom assessment; the teachers should (i) believe in diversity, (ii) provide academic supports, and (iii) ensure continued behavioural supports. Because of the predominant use of pen and paperassessments in education, this chapter aims to empower teachers in Inclusive Educational settings to understand that learners with autism though non-verbal or minimally verbal, can access conventional educational assessments with appropriate supports. However, some learners with autism may require alternate assessments. This chapter therefore recommends that teachers should adopt tiers for assessment of learners falling within the autism spectrum within inclusive classrooms so that the learning products and assessment tasks are fair and appropriate for their abilities. Such inclusive assessments should be varied and inclusive to accommodate the diverse and highly individual needs of learners with autism. Moreover, assessments should include portfolios, reports, presentations, practical tasks, created products, performances, non-verbal assessments, as well as written and oral tests. To ensure that alternate assessment practices are credible and effective, classroom teaching needs to become more innovative by employing approaches such as universal design for learning (UDL) that accommodates diverse learning needs and styles.
Introduction
Accountability in education is critical and teachers need to be accountable for all learners including those with autism. This particular group of learners present with challenges in some core areas like social, communication and behavioural (Abubakar, Ssewanyana, & Newton, 2016; Wong et al., 2015). A large number of non-verbal autistic spectrum disorder (ASD) children (50−71%) and over 60% comorbid intellectual disability is reported among African children (Abubakar et al., 2016). Nevertheless, in some African countries such as in South Africa, successful teaching and learning in schools is influenced by too many factors including the distinctive social, economic, political and educational spaces within which the young African learner grows and develops (Molosiwa & Monyatsi, 2016). Such factors may interfere with providing adequate support for inclusion of young children with autism and may as a result compromise teacher-accountability.
Chapter 12 - Autism and inclusion
- Edited by Dikeledi Mahlo, Mary G. Clasquin-Johnson, Michel Clasquin-Johnson
-
- Book:
- Autism
- Published by:
- University of South Africa
- Published online:
- 23 November 2021
- Print publication:
- 12 December 2020, pp 162-174
-
- Chapter
- Export citation
-
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).
Contributors
- Edited by Dikeledi Mahlo, Mary G. Clasquin-Johnson, Michel Clasquin-Johnson
-
- Book:
- Autism
- Published by:
- University of South Africa
- Published online:
- 23 November 2021
- Print publication:
- 12 December 2020, pp xvi-xvi
-
- Chapter
- Export citation
Appendix: Autism-related organisations in South Africa
- Edited by Dikeledi Mahlo, Mary G. Clasquin-Johnson, Michel Clasquin-Johnson
-
- Book:
- Autism
- Published by:
- University of South Africa
- Published online:
- 23 November 2021
- Print publication:
- 12 December 2020, pp 251-252
-
- Chapter
- Export citation
-
Summary
Action in Autism http://www.actioninautism.org.za
Alpha School for Autism https://www.westerncape.gov.za/facility/alpha-school
Amazing K, Randburg http://www.amazingk.co.za
Association for Autism http://www.afa.org.za
Autism and Behavioural Learning Environment (ABLE) Centre, Richards Bay http://www.ablecentre.org
Autism Eastern Cape http://www.autismec.co.za
Autism South Africa http://www.aut2know.co.za
Autism Western Cape http://www.autismwesterncape.org.za
Boland School for Autism http://www.bolandautism.org.za/autism
Capulum College, Hilton KZN http://www.capulumcollege.co.za
Cape Autism Charity Trust http://www.cact.co.za/what_is_autism.html
Care Centre for Autism, Research and Education http://www.thecarecentre.co.za
Casa Do Sol School https://www.casadosolschool.com
Centre for Play and Learning https://www.centre4playandlearning.co.za
Chere Botha http://www.cherebotha.co.za
Cornerstone Learning Centre http://www.cslc.co.za
Craiglands Remedial School Randburg http://www.craiglandsremedialschool.co.za
ES le Grange School http://www.espotch.co.za
Faery Glen Therapy Centre http://www.faeryglen.co.za
Footprints School http://www.footprintschool.co.za
Free State Association for ASDs http://www.autismfs.org.za
Johannesburg Hospital School http://www.johannesburghospitalschool.co.za
Khuluma Education http://www.khulumaeducation.co.za
Kidstart Early Intervention Centre http://www.kidstartcentre.com
Little Leaps School for Autism http://www.littleleaps.co.za
L.U.C.C.A Support and Care Centre for Children with a Difference http://www.luccaspecialkids.co.za
Mind Stretch http://www.mindstretch.co.za
On the Spectrum http://www.onspectrum.co.za
Randburg Autism Clinic Centre http://www.randburgclinicschool.co.za/autism-centre
SNAP Special Needs Adapted Programme http://www.snap.org.za
Special Kids http://www.specialkids.co.za
The Baby Therapy Centre http://www.babytherapy.org.za
The Claremont Practice http://www.claremontpractice.co.za
The Dream Tree School http://www.thedreamtreeschool.co.za
The Ernie Els Centre for Autism http://www.ernieelscentre4autism.co.za
The Key School http://www.thekeyschool.org
The Star Academy http://www.thestaracademy.co.za
The Talk Shop http://www.thetalkshop.co.za
Triad Schools, KZN http://www.triadschools.co.za
Unica School for Autism http://www.unicaschool.co.za (Accessed 23 May 2016)
Van Kervel Special School, George http://www.vankervel.wcape.school.za
Vera School for Autism http://www.vera.co.za
Chapter 9 - Parents and community partnerships in educating children with ASD as an Inclusive Education strategy
- Edited by Dikeledi Mahlo, Mary G. Clasquin-Johnson, Michel Clasquin-Johnson
-
- Book:
- Autism
- Published by:
- University of South Africa
- Published online:
- 23 November 2021
- Print publication:
- 12 December 2020, pp 119-126
-
- Chapter
- Export citation
-
Summary
Abstract
The ancient African adage that ‘it takes a village to raise a child’ has special relevance for this chapter. My discussion highlights parent and community partnerships as essential for educating children with ASD. In traditional African communities, children belong to the communities in which they are born and raised. Parents are responsible for participating in their children's development, especially in terms of moral development. Drawing on community partnerships may therefore be a viable strategy for providing access to quality education for children with ASD as well as Inclusive Inclusive Education For All children. My systematic evaluation of community outreach programmes leads me to suggest that failure to involve parents and community members would undermine the meaningful implementation of Inclusive Education. Furthermore, I provide suggestions that could strengthen relationships and result in more meaningful and effective partnerships. In particular, I consider how community and school-based management capacity could be enhanced through committees, parent-teacher-associations and school governing bodies. These structures should play an active role in establishing, implementing and monitoring programmes that promote quality Education For All children, including children with ASD. This approach advocates for valuing the social capital of parents and the community, since Inclusive Education is fundamental to social justice. The approach further acknowledges the complexity of providing support to children with ASD and recommends a multipronged strategy that is affordable and sustainable. When teachers feel supported by parents and the community, their confidence and commitment increase.
Introduction
Most teachers experience challenges in educating learners with additional needs, including those with ASD because they have not received any training to teach such children. They are often not able to cope with children with any perceived social, emotional, cultural, intellectual or linguistic difference or disability (Florian, Young & Rouse, 2010). As a result, they often feel overwhelmed by the challenges that learners with additional needs bring into their classrooms. This feeling of despondency affects their social agency for social justice. Therefore, there is a need for concerted efforts from the ´tripartite alliance´ of parents, community members and teachers to teach children with additional needs. Otherwise, the task of educating these children may be overwhelming (Goudie, Havercamp, Ranbom & Jamieson, 2011).
Autism
- Perspectives from Africa
- Edited by Dikeledi Mahlo, Mary G. Clasquin-Johnson, Michel Clasquin-Johnson
-
- Published by:
- University of South Africa
- Published online:
- 23 November 2021
- Print publication:
- 12 December 2020
-
- Book
- Export citation
-
This book was written at a time when there is a paradigm shift in the African continent where dependence on western epistemologies and ontologies are giving way to African indigenous knowledge systems. Africa has been an importer of knowledge from the west since time immemorial and this book contributes to the body of knowledge on autism spectrum disorder (ASD) from the African perspective. As a result, decoloniality and Inclusive Education have gained traction within the academic discourse, with University of South Africa (Unisa) hosting decoloniality annual conference and a summer school to stimulate academic discussions and debates with a focus on African indigenous knowledge systems and theoretical lenses as opposed to the western epistemologies. The book also demystifies some of the misconceptions that children with ASD are a curse and punishment from God or gods. Among others, Ubuntu seems to be the dominant theoretical framework underpinning some of the research studies reported in this book.
Foreword
- Edited by Dikeledi Mahlo, Mary G. Clasquin-Johnson, Michel Clasquin-Johnson
-
- Book:
- Autism
- Published by:
- University of South Africa
- Published online:
- 23 November 2021
- Print publication:
- 12 December 2020, pp x-xi
-
- Chapter
- Export citation
-
Summary
South Africa's original sin was not race but difference. Fixed into our DNA, the social genetics that is our inheritance, is a low tolerance level for anything outside of what our society has come to define as normal. The most obvious defect in our social DNA shows up in a long history of anti-Black racism but there are loci on those genes for anti-Semitism, misogyny, xenophobia and any number of targets that fall outside the norm. The social construction of an able-bodied person is one of those normative conditions that leads to the exclusion, marginalization and suppression of those deemed less able including autistic persons. Sadly, that inattention to children with autism is also found in the research literature in South Africa. I was very surprised to hear that this is the first scholarly book on autism in Africa.
That is why this excellent collection of research and thinking on autism is such an important contribution to scholarship on the subject under the broad conceptual umbrella of Inclusive Education. The topics covered are wide-ranging including religion, technology, rurality, sexuality, and the law. Given my own field of interest (education), I was particularly drawn to the insightful chapters on early childhood education, curriculum differentiation and classroom assessment.
We should not underestimate the level of ignorance in the South African society about autism and why this book is therefore so important because it offers a rich compendium of concepts, methods, and interventions for creating more inclusive classrooms. I found it useful, for example, to think of autism as a spectrum condition and to engage the fascinating question as to whether autism is in fact a disability or simply a naturally existing form of human diversity. How we see autism, in other words, could be highly consequential for how we see human beings with autism and how we design teaching and learning in response to such conceptions of others.
This otherwise powerful idea that how we “see” autism has many positive possibilities such as a humane response that goes beyond biomedical treatments of an illness – but also some potential downsides. In this regard it is important to distinguish between normative ideals (what we would like to see autism research, policy and practice look like) and empirical realities (what actually exists on the ground as documented through high quality research).