Training Needs for Teachers Teaching Children With Autism in Special Schools

Abstract

This chapter focuses on the training needs of teachers teaching children with autism in special schools in South Africa. It outlines the type of training, competencies, and perceptions of teachers teaching children with autism in special schools. A qualitative phenomenology multiple case study methodology was used. In-depth semi-structured interviews, observations, and field notes were conducted with eight teachers from four different schools in Gauteng Province. The study showed that the training received by teachers assisted them with a general overview of autism and how to use various strategies to teach children with autism. Evidence showed that there was a lack of additional training and monitoring of the training provided in some instances. It highlighted teachers' preferences on the sources of training with private providers being preferred over the training received by The Gauteng Department of Education due to reasons that include perceptions of expertise and training procedures.