Inclusion of children with autism spectrum disorder in mainstream early childhood development: Zimbabwean parent perspectives

ABSTRACT

Entrenched in international research findings on model practices in home and school collaboration in inclusion in education, this descriptive study examined parents’ perspectives regarding the inclusion of their children with autism spectrum disorder (ASD) in Zimbabwean mainstream early childhood development (ECD) classrooms. Embedded within a phenomenological, qualitative paradigm, six focus group interviews with 24 parents were executed. Parents had positive attitudes towards the inclusion of their children with ASD in mainstream ECD classrooms based on the accrued benefits which included acceptance and equal valuation of stakeholders. Despite parents’ positive attitudes, they had concerns about inclusion including increased child-care responsibilities, children’s confrontation of transition challenges and teachers’ challenges of effectively managing and teaching both children with and without ASD. Collaboration of stakeholders, teacher–parent communication and a structured school environment supported the inclusion of children with ASD in mainstream ECD classrooms. This study is a baseline for future research on the subject.

KEYWORDS:

• Autism spectrum disorder
• mainstream
• parent
• primary school
• inclusion
• Zimbabwe

Acknowledgements

I am the sole funder of the current study. I would like to thank all parents whose children with autism spectrum disorder are included in mainstream early childhood development classrooms who gave their time to participate in the interviews. Additionally, I would like to thank the schools whose parents participated, colleagues, friends and family who offered guidance and support through the duration of the current study. Thank you for your help and support.

Disclosure statement

No potential conflict of interest was reported by the author.

Notes on contributor

Tawanda Majoko is a senior lecturer in the Department of Inclusive Education at the University of South Africa. His research interest is on inclusion in Early Childhood Development curriculum, policy, development and management.