Supporting learners with autism spectrum disorders in Lesotho primary schools: Challenges and possible solutions

Mohapi  Augustinus  Monyane

doi:10.38140/ijsie.v1i1.1338

Authors

Mohapi Augustinus Monyane Motimposo Primary School, Lesotho

DOI:

https://doi.org/10.38140/ijsie.v1i1.1338

Keywords:

Mainstream classrooms, Primary teachers, Autism spectrum disorder

Abstract

Supporting learners with Autism Spectrum Disorders (ASD) in schools is one of the vital responsibilities of teachers. This paper focused on exploring the challenges encountered by teachers in fulfilling their role of supporting learners with ASD within mainstream primary school settings in Lesotho and designing strategies that can overcome these challenges. This qualitative study draws on a purposive sample of fourteen participants (two principals, six teachers, and six parents) who have experience working with learners with ASD within two primary schools that practice inclusive education in Lesotho. Data were collected with individual interviews and observations to conduct an in-depth investigation of the study. Thematic results showed that inadequate knowledge in managing the behaviours of learners with ASD, negative attitudes towards learners with ASD, lack of parental involvement, and lack of access to physical, human, and financial resources in primary schools as the significant challenges faced by teachers when supporting learners with ASD in Lesotho regular primary schools. Hence, the paper recommends continuous professional development training workshops and seminars for teachers. Also, there is a need for more autism screening tools and academic resources, as well as effective collaboration among teachers, parents, and professionals to enhance adequate support for learners with ASD in mainstream schools.

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