Experiences of preschool teachers working with children with autism spectrum disorder in selected schools in and around Kampala

Abstract

More children are being diagnosed with autism spectrum disorder (ASD) globally and in Uganda, with an increased need for early interventions including education. For example, children with ASD are being integrated in mainstream schools however, it is not clear how teachers are managing them. This study therefore sought to explore preschool teacher’s perceptions of autism and their experiences working with children with autism spectrum disorder in selected schools in Kampala. A descriptive cross-sectional design using qualitative methods was employed. The study was carried out in Kampala, and individual face to face interviews were conducted with 10 preschool teachers working with children with ASD in inclusive schools. Data were analyzed thematically, and six themes emerged including autism as symptoms or developmental/behavioral deficits, teachers having to learn as they interact with the children, autism perceived as a complicated condition among others. The results indicated that preschool teachers had a varied understanding of autism and viewed children with ASD as special. Their work with children with ASD was largely a learning experience and that additional training on ASD and special needs education would improve not only on their working experience but also the learning experience of children with ASD. In overall, preschool teachers had a positive perspective on inclusion of children with ASD into mainstream schools.