Assessment of Teaching and Learning Process of Pupils with Autism in Inclusive Primary School: a case of Temeke Municipality

Abstract

This study assessed the teaching and learning processes of pupils with autism in inclusive primary schools. The study aimed at finding out criteria used to enroll pupils with autism in inclusive primary schools, to assess teaching and learningstrategies/methods used by teachers in inclusive classrooms having pupils with autism and to investigate the availability and use of teaching and learning materials to facilitate learning for pupils with autism. Also, the study explored ways of improving teaching and learning for pupils with autism in inclusive primary schools. The study employed a qualitative research approach using a multiple – embedded case study design. The study used a sample of 49 respondents consisting of 1MEO, 4 head teachers one from each school, 4 academic teachers, 10 teachers, (four being with special needs education and six regular teachers) from each school. The data were collected using interviews, focus group discussions (FGDs). documentary reviews and observation. Data were analyzed using content analysis of qualitative data analysis. The study found that there were few pupils with autism enrolled in inclusive primary schools, compare to other disabilities. The study indicates that criteria used to enroll PWA in inclusive primary schools were assessments, IQ test and interviews with parents. In addition to that the study revealed that participants are aware of the appropriate methods to be used in inclusive classrooms. However, such methods are rarely used due to large number of pupils, lack of training for teachers, and limited time allocated to finish the syllabus. Instead teachers were using lecture methods. Question and answer, chalkboard note and group discussion methods to teach pupils, which lead to rote learning and encourage memorization. Furthermore, it was contended that inclusive primary schools had shortage of teaching and learning material relevant for pupil with autism. It was noted that, teachers use local made material which is not interest to the learners especially for those with autism. O the bases of these findings the study recommends that, the government should prepare in service training for teachers, provide many and modern teaching material that will help diverse learners to learn comfortably, motivating teachers as well as reviews and moderate curriculum. Also, another study can be done to explore learning achievements for pupils with autism in inclusive primary schools.