Ecosystemic Challenges experienced by South African Teachers when Teaching Learners with Autism Spectrum Disorder in Inclusive Classrooms

Abstract

Thesis (MEd)--Stellenbosch University, 2025.Louw, I. 2025. Ecosystemic Challenges experienced by South African Teachers when Teaching Learners with Autism Spectrum Disorder in Inclusive Classrooms. Unpublished masters thesis. Stellenbosch: Stellenbosch University [online]. Available: https://scholar.sun.ac.za/items/e92adbd1-de03-4ef8-848b-324a4ac9a0d7Inclusive education is a global phenomenon that aims to ensure all learners, regardless of their abilities or backgrounds, are supported in mainstream classrooms. In South Africa, the implementation of inclusive education has been guided by policies such as the Education White Paper 6. Yet, many teachers continue to face significant challenges, particularly when teaching learners with Autism Spectrum Disorder (ASD). This study explores the ecosystemic challenges teachers experience when supporting learners with ASD in inclusive classrooms within a South African public-school context. Grounded in Bronfenbrenner’s Ecological Systems Theory, the research seeks to explore how factors at multiple levels, including classroom dynamics, school leadership, parental involvement, systemic support and national policy interact to shape teachers' experiences and effectiveness. Using a qualitative approach within the interpretivist paradigm, data were collected through a focus group with six mainstream teachers and two semi-structured interviews with Heads of Departments. A thematic analysis was used to identify key patterns in the data, revealing the gaps between inclusive education policy and the realities of classroom implementation. Findings indicated that teachers often feel underprepared, unsupported and overwhelmed due to large class sizes, a lack of specialised training, insufficient resources and limited collaboration with parents and support teams. The study concludes that meaningful inclusion requires systemic interventions across all ecological levels, including enhanced professional development, improved parent-teacher partnerships, teacher aids or facilitators and providing appropriate resources. This research contributes to the discourse on inclusive education in South Africa and offers practical recommendations to bridge the gap between policy and practice for learners with ASD.Master