Abstract

This chapter will focus on strategies for inclusion of learners with autism in mainstream education in accord with human rights policies and legislation. These strategies will be addressed by being entrenched in the inclusive pedagogy. The teaching strategies for inclusion of learners with autism addressed will be grounded in ensuring equity and equitable access, acceptance, participation and success of these learners mainstream classes in the community of their typically developing peers. This will include understanding inclusion, autism and how teachers can meet the needs of learners with and without autism in mainstream classes simultaneously. Teachers will be guided on applying their knowledge of inclusion, curriculum adaptation, classroom support, psycho-social support, emotional support, communication support and positive behaviour management in collaboration and discourse with other stakeholders. They will also be motivated to reflect on the success and effectiveness of adoption and adaptation of inclusion strategies in response to the needs of individual learners with autism and their contexts. Furthermore, practical considerations with respect to the process, content, environment and product of teaching and learning in mainstream classes will be discussed in a bid to bridge the theory and practice gap in inclusion of learners with autism in mainstream school classrooms. Teachers will be sensitised on how to support the social, behavioural and communication development of learners with autism in mainstream classrooms. The provision of interventions/support that meet the needs of learners with autism in the context of the mainstream classes will be discussed.