The Social Sciences
ISSN: Online 1993-6125ISSN: Print 1818-5800
Abstract
The early inclusion of children with autism into the regular school has become prevalent in recent times. Evidence suggests that transiting from the home to a new school environment poses adjustment difficulties for these children especially as they manifest impairment in communication, social and emotional functioning. A qualitative approach was adopted to gather data on strategies teachers employ as well as teacher characteristics that facilitate the adjustment of the children with autism in regular schools. Data were collected using an in-depth interview on 28 teachers who teach early childhood classes. The results were analyzed and three broad themes were identified. The findings indicated the importance of active and positive teacher pupil interaction in ensuring school adjustment of autistic children. Major educational implications of this finding, include the need for teachers and care givers to be flexible, creative and patient with the child.
How to cite this article:
Liziana N. Onuigbo, Uche N. Eze and E. Obiweluozo Patience. School Adjustment of Children with Autism in Regular Early Childhood Schools: Perspectives of Nigerian Teachers.
DOI: https://doi.org/10.36478/sscience.2016.1378.1386
URL: https://www.makhillpublications.co/view-article/1818-5800/sscience.2016.1378.1386