Original Research

The McKinsey’s 7-S model framework for assessment of challenges faced by teachers of children with autism spectrum disorders in the Limpopo province, South Africa

Gsakani O. Sumbane, Tebogo M. Mothiba, Mantji J. Modula, Takalani E. Mutshatshi, Ledile E. Manamela
South African Journal of Childhood Education | Vol 13, No 1 | a1129 | DOI: https://doi.org/10.4102/sajce.v13i1.1129 | © 2023 Gsakani Olivia Sumbane | This work is licensed under CC Attribution 4.0
Submitted: 07 October 2021 | Published: 28 April 2023

About the author(s)

Gsakani O. Sumbane, Department of Nursing Science, Faculty of Health Science, University of Limpopo, Polokwane, South Africa
Tebogo M. Mothiba, Department of Nursing Science, Faculty of Health Science, University of Limpopo, Polokwane, South Africa
Mantji J. Modula, Faculty of Health Sciences, School of Nursing, University of Free State, Bloemfontein, South Africa
Takalani E. Mutshatshi, Department of Nursing Science, Faculty of Health Science, University of Limpopo, Polokwane, South Africa
Ledile E. Manamela, Department of Nursing Science, Faculty of Health Science, University of Limpopo, Polokwane, South Africa

Abstract

Background: The number of children with autism spectrum disorder (ASD) is rapidly increasing globally and requires a supportive educational system to meet the needs of these children.

Aim: The study assessed challenges faced by teachers of children with ASD in the public special schools of the Limpopo province, South Africa.

Setting: The study was conducted in seven public special schools in the Limpopo province, South Africa.

Methods: Face-to-face semistructured interviews were conducted with 12 teachers regarding the challenges they face in educating children with ASD. Tesch’s inductive, descriptive open coding technique enabled the researcher to analyse and report, subthemes that emerged from this qualitative explorative and descriptive data. Measures to ensure trustworthiness and ethical considerations were carried out throughout the study.

Results: Analysis of the interviews revealed that the structure and systems of special schools do not support the educational needs of children with ASD. The strategic plans and policy framework on inclusive education are not being executed adequately. Learning for ASD children is not supported because of substandard infrastructure, curricula, lack of teaching material, health practitioners, unbalanced teacher–learner ratio, inadequate staff skills, school culture, shared beliefs and lack of management support.

Conclusion: The study revealed challenges faced by special education teachers indicating the influence on the provision of high-quality education to children with ASD. The Department of Basic Education at the national level should monitor all special schools regularly, provide the necessary support and ensure that the complex needs of children with ASD are met.

Contribution: The study contributes to understanding of the challenges faced by teachers of children with ASD in providing high quality of education and affirm sound basis of advance information to monitor and evaluate the education of children with ASD in special public schools, which is within the scope of the journal.


Keywords

challenges; children; teachers; autism spectrum disorders; McKinsey’s 7-S.

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