Transforming south African special schools for autism inclusion: Strengthening teachers' knowledge and practices

Abstract

Abstract Implementation of inclusive education in South Africa faces significant challenges, particularly in supporting learners with Autism Spectrum Disorder (ASD). A key issue is the lack of teachers' preparedness to create autism‐inclusive learning environments. This challenge remains insufficiently addressed, particularly in under‐resourced contexts and limits teachers' ability to practise inclusive education. Guided by Variation Theory, this study utilised qualitative research approach and phenomenological case study design to gain participants' in‐depth understanding of ASD and how these influence their pedagogical practices in special schools. The research design was employed in four special schools in the King Cetshwayo District. Data were generated through semi‐structured interviews and analysed using a thematic approach. The findings indicate that teachers employ adaptive strategies such as differentiated instruction, visual support, concrete materials, concise instructions, and structured routines for inclusion of learners with ASD. While these strategies enhance learner participation, rigid classroom structures and insufficient resources constrain teachers' ability to implement flexible and inclusive assessment practices aligned with curriculum demands. These challenges limit opportunities for independent learning among learners with ASD. The study highlights the need for sustained professional development, enhanced autism inclusion, improved resourcing, and more flexible assessment frameworks to strengthen autism‐inclusive practices in South African special schools.