Inclusion of young children with autism spectrum disorder during the COVID-19 lockdowns

Abstract

Children with autism spectrum disorder face numerous challenges throughout their childhood and beyond. These challenges include demonstrating behavioural and emotional immaturity, and a lack of grasping intuitively unspoken rules and norms, to mention but a few. Deviating from the norm heightens these challenges. One of the sudden changes brought about by the national lockdown was the extended closure of early childhood development centres. There is a dearth of studies that explored the perceptions of early childhood care and education educators’ knowledge of the inclusion of children with autism spectrum disorder. As a result, I employed case study methodology to explore these educators’ perceptions of the inclusion of young children with autism spectrum disorder in regular education, as well as how these perceptions influenced the inclusion of these children in regular education during the lockdowns of the coronavirus disease (COVID-19) period. Three early childhood care and education educators from a semi-urban early childhood development centre were purposively sampled. Using the 4 key principles of special education needs and disabilities, I concluded that early childhood care and education educators lacked knowledge of teaching and accommodating young children with autism spectrum disorder in everyday education during the COVID-19 lockdowns. The study calls for a stern consideration of these educators’ knowledge development and reimagination of their understanding of children with autism spectrum disorder during trying times and beyond.