Teachers' awareness of pedagogical learning needs of children with autism spectrum disorder in special primary schools in Tanzania

Abstract

Abstract This study explores teachers' awareness of the pedagogical learning needs of children with autism spectrum disorder (ASD) in special primary schools in Tanzania. Twelve teachers from six special primary schools who teach children with ASD were purposively sampled. The study used semi‐structured interviews to collect data and applied thematic analysis. The findings revealed that teachers perceived that children with ASD require multimodal communication, social skills development, sensory processing support and assistive technology to learn effectively. The study also found that teachers experience challenges in identifying the pedagogical learning needs of these children due to limited knowledge of appropriate pedagogical practices. Therefore, the study recommends that teachers engage in ongoing professional development focused on ASD through seminars, workshops and short training sessions to enhance their capacity to address each child's pedagogical learning needs effectively.