Support strategies used by foundation phase teachers to enhance the social skills of learners with high functioning autism

Abstract

This research identified and addressed the main research question: "What support strategies do Foundation Phase teachers use to enhance the social skills of learners with High Functioning Autism (HFA)". The researcher selected three schools which provided specific social skills training for their teachers who work with HFA learners. By observing what support strategies these teachers deployed, the researcher was able to build a knowledge base which could be shared with many teachers across the Cape Province who are involved with HFA learners, but who have not had structured training in such inclusive education environments. Four major points of interest have emerged to answer the research question and provide assistance to teachers who are challenged by their lack of information. These four support strategies most used by the teachers to enhance the social skills in HFA learners included: group work, structured play, social stories and visual aids with verbal motivation. The efficacy of these strategies depended upon the District Based Support Teams offering specialised assistance; the significant role that parental involvement plays; the contribution made by peer learners in an inclusive classroom; and the potential of this research to act as a guideline manual for teachers in rural and remote areas. Vygotsky’s socio-cultural theory and Bronfenbrenner’s ecological systems theory were used as the theoretical frameworks underpinning this study as they focus on the links between social interactions, cognitive development and the enhancement of social skills of FP learners with HFA. A qualitative, interpretative case-study research approach was followed using data from interviews and observations which were inductively analysed. Five teachers from three different schools were purposively selected to take part in this study.