Autism spectrum disorder in Zimbabwe: a brief review of trends, conditions, challenges, and intervention practices

The prevalence of Autism Spectrum Disorder (ASD) in Zimbabwe is largely unknown owing to limited research in this area. Unlike in developed countries, many individuals with ASD do not get the correct diagnosis early enough to promote timely interventions. Tracking data on the population and characteristics of people with ASD is important for resource and interventions planning purposes. Paucity of research in this area makes it difficult to determine the challenges faced by people with ASD and efficacy of practices used to address challenges faced by this group of people. This paper presents a brief review of literature concerning trends and challenges faced by people with ASD in Zimbabwe. Challenges faced and intervention services available are discussed. Suggestions for research and practice are provided.Keywords: Autism Spectrum Disorder, Behaviour, Interventions, Zimbabwe, Special Educatio

Pre-service teachers' understanding of problem behavior

Problem behavior is one of the most pressing issues in today’s classrooms. Problem behavior not only interferes with the learning potential of the student exhibiting the behavior but has rippling effects throughout the entire learning environment. Other students who are attempting to engage in the instructional activity may be deprived of that opportunity. Considering the negative consequences of problem behavior, it is crucial for teachers to adopt effective pro-active behavior management practices. The School-wide Positive Behavior Intervention Support model (SWPBIS) is one approach demonstrated to be effective in preventing and reducing the occurrence of problem behavior. The adoption of pro-active behavior management approaches is however, dependent on teacher perceptions of the nature of the problem behavior. The purpose of this study was to examine 29 pre-service teachers’ understanding of the nature and causes of problem behavior. A secondary purpose was to determine their preferred behavior management approach. Results indicated that the majority of preservice teachers believed that the school and classroom environments can contribute to the occurrence of problem behavior. In addition, the majority of students acknowledged that problem behaviors may be a manifestation of a disability. Finally, the majority of participants affirmed the claim that pro-active behavior management practices are most effective in reducing problem behavior. Keywords: problem behavior, behavior management, school-wide positive behavior intervention suppor

An assessment of inclusive education in Sub Saharan Africa and a framework for evaluating an institution’s system

Author of this article expresses belife that education is an essential tool for addressing most of the socio-economic challenges. Therefore, increasing access to education for children with disabilities can open up a whole lot of new and diverse opportunities for them. Base on datas the author certifyed, that most children with disabilities in African countries do not have access to good quality education. Consequently, they are less likely to get employed and are at increased odds of living in severe poverty. Traditionally, children with disabilities have been served in special education classes. However, not all schools in African countries have special education classes or facilities. According to the latest census data from across 11 African countries many children with disabilities are never enrolled into schools. This chapter summarizes the current state of affairs regarding the educational outcomes of children with disabilities, the challenges associated with adoption of inclusive education in African schools and proposes an inclusive education framework to facilitate its implantation and to guide schools in assessing their inclusive education efforts

Evidence Based Reading Strategies for Struggling Readers with Learning Disabilities and Emotional Disorders

Students with learning disabilities often exhibit academic and functional skills challenges that include limited ability to read, write, listen, speak, or complete other academic or functional tasks. A large proportion of children with LD are also at increased risks for emotional or behavioral problems. When LDs are not properly addressed, children with LD may begin to exhibit behavioral challenges that may further impede their academic performance. One of the key areas of deficit in academic performance among children with LD lies in reading. Research shows that students with EBD or LD perform approximately 2.2 grades below standard performance in reading. Part of the reason for their reading deficits is attributed to proliferation of instructional methods that are not backed by empirical evidence. In order to address this reading performance-gap, there is a need to examine closely what instructional practices are effective and under what circumstances. This chapter examines some commonly used reading interventions for this group of students with EBD and establishes the evidence supporting their effectiveness. Recommendations for future practice are suggested