Teacher - parent collaboration to support learners on the autism spectrum: A PALAR approach

Abstract

Education White Paper 6 on Special Needs Education: Building an Inclusive Education and Training System (EWP 6) (DoE, 2001) asserts that all learners can learn and must be supported and guaranteed equal and equitable education. Despite the implementation of White Paper 6, there is still a lack of support for learners on the autism spectrum. Teachers and parents' collaboration is difficult to foster and sustain if they work as separate entities. Due to the illiteracy of some parents, there is also a lack of early diagnosis of learners on the autism spectrum, which leads to a lack of collaboration and support as well. This study aimed to examine collaborative strategies that teachers and parents can adopt to support learners diagnosed with autism spectrum disorder in the Fezile Dabi district, Free State Province, South Africa, through the application of the PALAR approach. The research project was conducted in two schools for learners with special educational needs in the Fezile Dabi district. A PALAR approach was employed to foster effective collaboration in supporting learners on the autism spectrum. Furthermore, this study was guided by Gardner's Multiple Intelligences (MI) theory as well as Mezirow's Transformative Learning (TL) theory. This study is comprised of a sample of five teachers and five parents as co-researchers. Purposeful sampling was utilised for this study to identify participants who are knowledgeable and experienced in teaching and supporting learners on the autism spectrum (AS). The data generation process was conducted by means of an Action Learning Group (ALG) and through art-based methods and reflective journals, and the data was analysed by the researcher and participants using thematic analysis. The analysis revealed several interconnected themes pinpointing challenges faced by teachers and parents, and strategies for teachers and parents to support learners on the AS. The findings of the study denote a crucial need for collaborative efforts between teachers and parents in supporting learners on the AS. The findings suggest the following guidelines: encouraging and fostering collaboration between teachers and parents; reviewing of policies; effective time management; support programmes for teachers and parents; allocation of adequate resources; development of policies to address stigma; training programmes for teachers and parents and enhancing initiatives towards psychological support. The study contributes to improve implementation efforts towards successful programmes, as teachers and parents collaborate in helping learners. The study will also help address key challenges faced by parents and teachers in collaborating as they support learners, through developed skills, knowledge and strategies specific to their learners in this schools. This study will theoretically contribute to the body of knowledge required for teachers to develop educational methods and strategies that are effective in enhancing learners' multiple intelligences, especially for those on the AS. The study reported on the outcomes, findings and recommendations that will be communicated to the parents, teachers and the Department of Education (DoE) in their engagements on how to support learners on the autism spectrum. The implications of these findings reach far beyond the confines of the school environment. They indicate that participatory methods can improve professional growth, reinforce community connections, and guide policy choices that emphasize inclusive education.