Majoko Tawanda
University of South Africa, P.O. Box 392, Pretoria, Gauteng, 0003, South Africa.
Department of Inclusive Education, College of Education, University of South Africa, Pretoria, Gauteng, 0003, South Africa.
J Autism Dev Disord. 2016 Apr;46(4):1429-40. doi: 10.1007/s10803-015-2685-1.
The current significantly high prevalence rates of autism spectrum disorder (ASD) coupled with the paradigm shift from exclusive to inclusive education warrants research on inclusion of children with ASD in mainstream classrooms in Zimbabwe. A qualitative methodology was used to interview 21 regular primary school teachers regarding social barriers and enablers of inclusion of 6-12 year old children with ASD in mainstream classrooms in Harare educational province of Zimbabwe. Data analysis comprised pattern coding and cross-case analysis. Social rejection, communication impairments and behavioural challenges of children with ASD interfered with inclusion in mainstream classrooms. Regular teachers' training, stakeholder collaboration and institutionalization of social support services and programmes would facilitate the inclusion of children with ASD in mainstream classrooms.
目前，自闭症谱系障碍（ASD）的患病率显著偏高，再加上教育模式从特殊教育向全纳教育的转变，使得在津巴布韦开展关于将患有自闭症谱系障碍的儿童纳入主流课堂的研究很有必要。采用定性研究方法，对津巴布韦哈拉雷教育省21名普通小学教师进行了访谈，了解将6至12岁患有自闭症谱系障碍的儿童纳入主流课堂的社会障碍和促进因素。数据分析包括模式编码和跨案例分析。患有自闭症谱系障碍儿童的社会排斥、沟通障碍和行为挑战妨碍了他们融入主流课堂。对普通教师的培训、利益相关者的合作以及社会支持服务和项目的制度化将有助于将患有自闭症谱系障碍的儿童纳入主流课堂。
