Exploring Inclusive Practices in Zimbabwean Rural Mainstream Primary Schools: A Grounded Study on Supporting Learners with Autism Spectrum Disorders

Autism Spectrum Disorders (ASDs) in Zimbabwean inclusive rural primary schools has received little attention in terms of scholarly research. This research study focuses on exploring the state of inclusivity in Zimbabwean rural primary schools for learners with ASDs, identifying challenges, areas for improvement and effective strategies for supporting learners with ASDs. Using constructivist grounded theory with qualitative approach, and semi-structured interviews, data were generated from 30 purposive primary school teachers and Heads in Tsholotsho rural district. An iterative simultaneous data analysis process was used to analyse grounded data which revealed that rural primary school teachers’ anxiety, fear, emotional instability, lack of confidence, and lack of knowledge on learners with ASDs were some of the main challenges experienced by teachers in implementing inclusivity in Zimbabwean rural primary schools supporting learners with ASDs. The study also revealed that ASD learners’ impulsivity, inattentive and hyperactive behaviours, unavailability of appropriate learning resources such as computers and software, assistive technology, toys, cubes, objects and play centre, as well as large class size were other main challenges faced by teachers during inclusive practices in Zimbabwean rural mainstream primary schools to support learners with ASDs. The study further revealed that ASD learners’ problems in communication (delay or lack of language development), impaired social development (lack of development of peer relationships, impaired non-verbal behaviour), resistance to change and ritualistic behaviour were other chronic challenges experienced by teachers in supporting and enhancing effective inclusivity in education for learners with ASD in rural primary schools. The study recommended that there is need for the Ministry of Primary and Secondary Education to ensure that teachers are adequately trained, developed and equipped with psychological knowledge and skills to deal with autistic learners in mainstream classes. There is need for the provision of school psychologists, special needs education specialists and Teaching Assistants (TAs) as a supportive way of stabilizing teachers’ perceptions in the teaching of learners with ASD in regular classes as well as promoting a more inclusivity in rural primary schools. There is also need for the teacher education department in tertiary institutions to offer a full autism curriculum to provide more knowledge and to equip teachers with special needs skills of accommodating learners with ASD in inclusive classroom.

Autism Spectrum Disorder, Inclusivity, Supporting, rural primary schools, effective teaching and learning, Children with Autism Spectrum Disorder.

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