The McKinsey's 7-S Model Framework for Assessment of Challenges Faced by Teachers of Children with Autism Spectrum Disorders in the Limpopo Province, South Africa

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Autor/inn/en	Sumbane, Gsakani O.; Mothiba, Tebogo M.; Modula, Mantji J.; Mutshatshi, Takalani E.; Manamela, Ledile E.
Titel	The McKinsey's 7-S Model Framework for Assessment of Challenges Faced by Teachers of Children with Autism Spectrum Disorders in the Limpopo Province, South Africa
Quelle	In: South African Journal of Childhood Education, 13 (2023) 1, (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sumbane, Gsakani O.) ORCID (Mothiba, Tebogo M.) ORCID (Modula, Mantji J.) ORCID (Mutshatshi, Takalani E.) ORCID (Manamela, Ledile E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Foreign Countries; Autism Spectrum Disorders; Student Needs; Students with Disabilities; Barriers; Special Schools; Educational Needs; Teacher Attitudes; Inclusion; Educational Resources; Curriculum; Instructional Materials; Health Personnel; Teacher Student Ratio; Teacher Competencies; School Culture; Beliefs; Administrator Role; Special Education Teachers; South Africa + Suchen Sie Ihr Suchwort? Ausland; Autism; Autismus; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special school; Sonderschule; Educational need; Bildungsbedarf; Lehrerverhalten; Inklusion; Bildungsmittel; Curricula; Lehrplan; Rahmenplan; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Medizinisches Personal; Lehrer-Schüler-Relation; Lehrkunst; Schulkultur; Schulleben; Belief; Glaube; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Background: The number of children with autism spectrum disorder (ASD) is rapidly increasing globally and requires a supportive educational system to meet the needs of these children. Aim: The study assessed challenges faced by teachers of children with ASD in the public special schools of the Limpopo province, South Africa. Setting: The study was conducted in seven public special schools in the Limpopo province, South Africa. Methods: Face-to-face semistructured interviews were conducted with 12 teachers regarding the challenges they face in educating children with ASD. Tesch's inductive, descriptive open coding technique enabled the researcher to analyse and report, subthemes that emerged from this qualitative explorative and descriptive data. Measures to ensure trustworthiness and ethical considerations were carried out throughout the study. Results: Analysis of the interviews revealed that the structure and systems of special schools do not support the educational needs of children with ASD. The strategic plans and policy framework on inclusive education are not being executed adequately. Learning for ASD children is not supported because of substandard infrastructure, curricula, lack of teaching material, health practitioners, unbalanced teacher-learner ratio, inadequate staff skills, school culture, shared beliefs and lack of management support. Conclusion: The study revealed challenges faced by special education teachers indicating the influence on the provision of high-quality education to children with ASD. The Department of Basic Education at the national level should monitor all special schools regularly, provide the necessary support and ensure that the complex needs of children with ASD are met. Contribution: The study contributes to understanding of the challenges faced by teachers of children with ASD in providing high quality of education and affirm sound basis of advance information to monitor and evaluate the education of children with ASD in special public schools, which is within the scope of the journal. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01