Suchergebnisse

Learners with autism spectrum disorder in Eswatini mainstream primary schools are showing high academic failure rate. In spite of that, the learners' parents have not been adequately capacitated on matters related to mainstreaming the learners into regular schools, yet by virtue of being parents, they are pillars of their families. This qualitative, phenomenological interpretivism study sought o explore and understand challenges of parental role in enhancing academic performance of learners with autism spectrum disorder in Eswatini mainstream primary schools. Data were collected through individual interviews, focus-group interview and document analysis, whereby we used interview guides , an audio recording system and a document analysis form to extract data from fifteen purposively sampled male and female parents and teachers of the learners with autism spectrum disorder from four mainstream primary schools in Eswatini. One striking finding of this study demonstrated that a major challenge for parents was lack of effective communication due to their absence in their meetings. Hence, schools should consider using modernised modalities of holding parents' meetings, like Microsoft Teams to allow the parents to juggle their multiple roles through a robust multi-disciplinary approach for strengthening collaboration among stakeholders.

This paper sought to explore ways in which teachers can be supported to implement inclusive education at a primary school in the Kwaluseni district of Swaziland. The government of Swaziland introduced Free Primary Education ( F.P.E) also called mainstreaming. As per governments order, parents brought their learners for grade 1 and that was in 2010 January. That marked the beginning of the problem as teachers were not used to teaching disadvantaged learners in their classes but believed that such learners have to be transferred to specials schools of which the country only has four. The study is a case study using a qualitative approach. Purposive sampling was used in choosing the sample. The key informants were teachers from Kwaluseni. For data collection a designed interview with semi structured and open ended questions was used. Data was analysed using codes and there was a search for patterns of thinking or behaviour, words or phrases that appeared with regularity was the coding categories. A report was then written based on the findings. Then recommendations were stated. DOI:10.5901/mjss.2014.v5n27p513