Original Research
The influence of executive function challenges on the behavioural adaptation of one learner with autism spectrum disorder
Submitted: 18 April 2016 | Published: 22 March 2017
About the author(s)
Petronella de Jager, Department of Education, Cape Peninsula University of Technology, South AfricaJanet Condy, Department of Education, Cape Peninsula University of Technology, South Africa
Abstract
In South Africa, many learners with autism spectrum disorder (ASD) attend mainstream and private schools. This study explores the influence of executive function (EF) challenges experienced by one learner with ASD on his behavioural adaptation in an inclusive school environment. An interpretive case study approach was followed to help understand one unique ASD learner and explain the complexity of the behavioural adaptation challenges that he was experiencing. Observations and an interview were used as data collection methods. During data analysis, themes were identified within each section of the transcript. The processes of coding and categorising were employed to find connections and similarities between all the data collected. The results indicate that Learner T experienced EF challenges. Without acquiring and implementing appropriate EF skills, he found it difficult to exhibit appropriate social behaviour in the inclusive learning environment. The study attempts to debunk misconceptions people may have regarding the behavioural adaptability of ASD learners in an inclusive school environment.
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Crossref Citations
1. Stakeholder experiences, attitudes and perspectives on inclusive education for children with developmental disabilities in sub-Saharan Africa: A systematic review of qualitative studies
Elisa Genovesi, Cecilia Jakobsson, Lena Nugent, Charlotte Hanlon, Rosa A Hoekstra
Autism vol: 26 issue: 7 first page: 1606 year: 2022
doi: 10.1177/13623613221096208