Inclusive education in resource-constrained settings: exploring mainstream teachers’ curriculum knowledge and practices for autistic learners in South Africa
This study investigated mainstream educators’ understanding of Autism Spectrum Disorder (ASD) in South Africa’s Tzaneen Circuit, aiming to assess their knowledge, attitudes, and classroom practices regarding inclusive education for autistic learners. Despite progressive policies like White Paper 6 (...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2025-08-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2025.1641336/full |
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| author | Medwin Sepadi |
| author_facet | Medwin Sepadi |
| author_sort | Medwin Sepadi |
| collection | DOAJ |
| description | This study investigated mainstream educators’ understanding of Autism Spectrum Disorder (ASD) in South Africa’s Tzaneen Circuit, aiming to assess their knowledge, attitudes, and classroom practices regarding inclusive education for autistic learners. Despite progressive policies like White Paper 6 (2001), implementation gaps persist in rural areas due to limited training and resources. Using a qualitative case study design, data from six educators revealed limited ASD knowledge primarily gained through informal means, positive but strained attitudes toward inclusion, and systemic challenges like overcrowded classrooms and lack of specialist support. While educators demonstrated adaptive strategies, the findings highlight critical needs: enhanced teacher training, accessible resources, and stronger policy implementation to achieve equitable inclusion. The study underscores the urgency of addressing these gaps in under-resourced settings through collaborative, systemic reforms to empower educators and improve outcomes for autistic students. |
| format | Article |
| id | doaj-art-757270e8e2f4422bb41efbfc4b85df69 |
| institution | Kabale University |
| issn | 2504-284X |
| language | English |
| publishDate | 2025-08-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj-art-757270e8e2f4422bb41efbfc4b85df692025-08-20T05:59:03ZengFrontiers Media S.A.Frontiers in Education2504-284X2025-08-011010.3389/feduc.2025.16413361641336Inclusive education in resource-constrained settings: exploring mainstream teachers’ curriculum knowledge and practices for autistic learners in South AfricaMedwin SepadiThis study investigated mainstream educators’ understanding of Autism Spectrum Disorder (ASD) in South Africa’s Tzaneen Circuit, aiming to assess their knowledge, attitudes, and classroom practices regarding inclusive education for autistic learners. Despite progressive policies like White Paper 6 (2001), implementation gaps persist in rural areas due to limited training and resources. Using a qualitative case study design, data from six educators revealed limited ASD knowledge primarily gained through informal means, positive but strained attitudes toward inclusion, and systemic challenges like overcrowded classrooms and lack of specialist support. While educators demonstrated adaptive strategies, the findings highlight critical needs: enhanced teacher training, accessible resources, and stronger policy implementation to achieve equitable inclusion. The study underscores the urgency of addressing these gaps in under-resourced settings through collaborative, systemic reforms to empower educators and improve outcomes for autistic students.https://www.frontiersin.org/articles/10.3389/feduc.2025.1641336/fullAutism Spectrum Disorder (ASD)inclusive educationmainstream educatorsteacher trainingSouth Africapolicy implementation |
| spellingShingle | Medwin Sepadi Inclusive education in resource-constrained settings: exploring mainstream teachers’ curriculum knowledge and practices for autistic learners in South Africa Frontiers in Education Autism Spectrum Disorder (ASD) inclusive education mainstream educators teacher training South Africa policy implementation |
| title | Inclusive education in resource-constrained settings: exploring mainstream teachers’ curriculum knowledge and practices for autistic learners in South Africa |
| title_full | Inclusive education in resource-constrained settings: exploring mainstream teachers’ curriculum knowledge and practices for autistic learners in South Africa |
| title_fullStr | Inclusive education in resource-constrained settings: exploring mainstream teachers’ curriculum knowledge and practices for autistic learners in South Africa |
| title_full_unstemmed | Inclusive education in resource-constrained settings: exploring mainstream teachers’ curriculum knowledge and practices for autistic learners in South Africa |
| title_short | Inclusive education in resource-constrained settings: exploring mainstream teachers’ curriculum knowledge and practices for autistic learners in South Africa |
| title_sort | inclusive education in resource constrained settings exploring mainstream teachers curriculum knowledge and practices for autistic learners in south africa |
| topic | Autism Spectrum Disorder (ASD) inclusive education mainstream educators teacher training South Africa policy implementation |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2025.1641336/full |
| work_keys_str_mv | AT medwinsepadi inclusiveeducationinresourceconstrainedsettingsexploringmainstreamteacherscurriculumknowledgeandpracticesforautisticlearnersinsouthafrica |