{"id":{"repo_id":"venda","oai_identifier":"oai:univendspace.univen.ac.za:11602/3066"},"canonical_url":"https://search.dev.ndltd.org/etd/venda/oai:univendspace.univen.ac.za:11602/3066","repository":{"repo_id":"venda","name":"University of Venda","base_url":"https://univendspace.univen.ac.za/server/oai/request"},"display":{"title":"Assessing challenges faced by teachers in promoting inclusive educatiin to learners living with autism spectrum disorder, a case study of Vhembe East District","abstract":"Inclusive education aims to provide equal educational opportunities for all learners, including those living with Autism Spectrum Disorder. However, teachers often encounter significant challenges in implementing inclusive strategies that cater to the diverse needs of learners with ASD. This qualitative study explores teachers' barriers and challenges in promoting inclusive education for learners with ASD, focusing on their experiences, perceptions, and support systems. Promoting inclusive education for learners with ASD poses significant challenges, such as inadequate training, limited resources, lack of institutional support, and difficulties in classroom management. This study aims to assess challenges faced by teachers in promoting inclusive education to learners living with Autism Spectrum Disorder. The Social Learning Theory underpins the study, which emphasizes the role of observation, imitation, and modelling in learning. This theoretical framework informed the use of the Interpretivism paradigm, where qualitative methods such as interviews and observations were used to understand social phenomena as they prioritise the subjective experiences and meanings attributed by individuals. A nonprobability purposive sampling method was used to purposefully choose participants. Face-to-face interviews and focus group interviews were used as data collection techniques, and interview schedules were used as instruments. Data was analysed thematically. The findings revealed the need for targeted professional development, enhanced collaboration among teachers and specialists, and policy reforms to create a more supportive learning environment. The study recommended that there should be collaboration among stakeholders tailored to support teachers implementing inclusive education where such effective interventions can improve inclusive practices for learners living with ASD.","abstract_html":"Inclusive education aims to provide equal educational opportunities for all learners, including those living with Autism Spectrum Disorder. However, teachers often encounter significant challenges in implementing inclusive strategies that cater to the diverse needs of learners with ASD. This qualitative study explores teachers' barriers and challenges in promoting inclusive education for learners with ASD, focusing on their experiences, perceptions, and support systems. Promoting inclusive education for learners with ASD poses significant challenges, such as inadequate training, limited resources, lack of institutional support, and difficulties in classroom management. This study aims to assess challenges faced by teachers in promoting inclusive education to learners living with Autism Spectrum Disorder. The Social Learning Theory underpins the study, which emphasizes the role of observation, imitation, and modelling in learning. This theoretical framework informed the use of the Interpretivism paradigm, where qualitative methods such as interviews and observations were used to understand social phenomena as they prioritise the subjective experiences and meanings attributed by individuals. A nonprobability purposive sampling method was used to purposefully choose participants. Face-to-face interviews and focus group interviews were used as data collection techniques, and interview schedules were used as instruments. Data was analysed thematically. 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The study recommended that there should be collaboration among stakeholders tailored to support teachers implementing inclusive education where such effective interventions can improve inclusive practices for learners living with ASD."]},{"key":"dc:title","label":"Title","values":["Assessing challenges faced by teachers in promoting inclusive educatiin to learners living with autism spectrum disorder, a case study of Vhembe East District"]}]}],"canonical_facts":{"dc:contributor.advisor":["Tshisikhawe, M. P.","Thenga, N. E."],"dc:creator":["Mutshinyalo, Azwianewi Arnold"],"dc:date":["2025"],"dc:date.accessioned":["2025-12-10T09:29:39Z"],"dc:date.available":["2025-12-10T09:29:39Z"],"dc:date.issued":["2025-09-05"],"dc:description":["MED in Inclusive Education","Department of Educational Studies"],"dc:description.abstract":["Inclusive education aims to provide equal educational opportunities for all learners, including those living with Autism Spectrum Disorder. 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