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Abstract
This study explored parents’ strategies for home educating their children with Autism Spectrum Disorder (ASD) during the COVID-19 period in Harare Urban District in Zimbabwe. Embedded within international research findings on the subject, this qualitative study drew on a purposive sample of eight parents. Telephonic individual interviews, information sheets, and field notes were used to collect data. A constant comparative approach of data organization with continuous adjustment was used throughout the analysis in order to guarantee that codes captured the range of ideas of the parents. Parents committedly home educated children with ASD in collaboration and discourse with their family members and peer parents. Complementary and supplementary roles of parents and family members in the home education of their children with ASD facilitated the transition of these children from school to home routine activities. Parents of children with ASD fostered in these children an awareness of the new social reality of the COVID-19 period and the safety precautions. This study offers insights regarding parents’ strategies for home educating their children with ASD during the COVID-19 period.
Disclosure statement
No potential conflict of interest was reported by the author(s).