A dissertation submitted in fulfilment of the requirement for the Degree of Master of Education in the Department of Educational Psychology & Special Needs Education, Faculty of Education at the University of Zululand, 2022.Teachers of learners with Autism Spectrum Disorder (ASD) are experiencing challenges with understanding the behaviours of learners with ASD. ASD learners are impaired in personal communication and interaction, which makes it difficult for them to fully participate in a classroom. Owing to the deficits caused by the disorder, teachers feel helpless when trying to engage learners with ASD in a classroom. Their poor participation leads to low academic performance as they are unable to communicate their lack of understanding of the subject matter. This study aimed at enhancing the participation in learning of learners with ASD. The procedures used in this study included the qualitative research method to collect data, and purposeful sampling to select seven teachers from the resource centre in the Pinetown District. Thematic analysis became of value in analysing and understanding the data collected. Even though teachers have attended workshops focused on understanding learners with ASD, there are still some challenges when it comes to facilitating the strategies identified. The lack of budget becomes a limitation as the school is unable to purchase all the necessary equipment and materials for learners with ASD. Teachers shared in discussion the strategies that they identified to be effective in engaging learners with ASD
