Pedagogical approaches to develop social skills of learners with Autism Spectrum Disorder: Perceptions of three Foundation Phase teachers

Authors

DOI:

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

Keywords:

Autism Spectrum Disorder (ASD), Qualitative, Pedagogical approaches, Social skills

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.

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Author Biographies

Mrs Liezl Myburgh, Cape Peninsula University of Technology, South Africa

Liezl is an Educational Specialist in the Western Cape Education Departments, Chidren with Severe to Profound Intellectual Disability in Eden Karoo.  She graduated with her Masters degree (suma cum laude) in 2019 from the Education Faculty of CPUT.

Dr Elna Barnard, Cape Peninsula University of Technology, South Africa

Dr Barnard is the Acting HOD and Senior Lecturer of the Foundation Phase at CPUT, Wellington Campus.  She lectures Grade R, Literacy, Numeracy and Life Skills to undergraduate students, Inclusive Education to Honours students and supervisors Masters and Doctoral students.

Published

2020-12-03

How to Cite

Myburgh, L., Condy, J., & Barnard, E. (2020). Pedagogical approaches to develop social skills of learners with Autism Spectrum Disorder: Perceptions of three Foundation Phase teachers. Perspectives in Education, 38(2), 241-254. https://doi.org/10.18820/2519593X/pie.v38.i2.16

Issue

Section

Research articles