Pedagogical Approaches to Develop Social Skills of Learners with Autism Spectrum Disorder: Perceptions of Three Foundation Phase Teachers

Autor/inn/en	Myburgh, Liezl; Condy, Janet; Barnard, Elna
Titel	Pedagogical Approaches to Develop Social Skills of Learners with Autism Spectrum Disorder: Perceptions of Three Foundation Phase Teachers
Quelle	In: Perspectives in Education, 38 (2020) 2, S.241-254 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Myburgh, Liezl) ORCID (Condy, Janet) ORCID (Barnard, Elna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Foreign Countries; Autism; Pervasive Developmental Disorders; Students with Disabilities; Early Intervention; Interpersonal Competence; Social Development; Behavior Modification; Self Esteem; Emotional Development; Communication Skills; Social Behavior; Classroom Techniques; Early Childhood Education; South Africa + Suchen Sie Ihr Suchwort? Ausland; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Interpersonale Kompetenz; Soziale Entwicklung; Behaviour modification; Verhaltensänderung; Self-esteem; Selbstaufmerksamkeit; Gefühlsbildung; Kommunikationsstil; Social behaviour; Soziales Verhalten; Klassenführung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
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. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: http://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01