Effective classroom management strategies for supporting students with autism spectrum disorder: Insights from Home de la Vierge des Pauvres (HVP) Gatagara/Gikondo, Rwanda

Victor Imanaturikumwe; Irenee Ndayambaje

doi:10.51867/AQSSR.2.2.30

Authors

Victor Imanaturikumwe University of Rwanda Author https://orcid.org/0009-0006-0349-0959
Irenee Ndayambaje University of Rwanda Author https://orcid.org/0000-0002-5300-9063

DOI:

https://doi.org/10.51867/AQSSR.2.2.30

Keywords:

Autism Spectrum Disorder, Classroom Management, Educational Strategies, HVP Gatagara/Gikondo, Inclusive Education, Rwanda, Special Needs Education

Abstract

Despite increasing recognition of Autism Spectrum Disorder (ASD) and the benefits of effective classroom management, there remains a significant gap in understanding how such strategies are implemented and their effectiveness within inclusive educational settings in Rwanda. This study explores the classroom management strategies employed for students with ASD at HVP Gatagara/Gikondo in Kicukiro District. Using a mixed-methods approach, data were collected from 27 participants sampled from a total population of 29, including 24 teachers, one head teacher, one director of studies, and one resource room manager. Data collection methods included questionnaires, in-depth interviews, classroom observations, and document reviews. Findings indicate that strategies such as clear communication of rules, praise and reward systems, delegation of responsibilities, and adequate supervision are utilized at the school. However, classroom observations revealed inconsistencies in the implementation of these strategies. The study underscores the importance of consistent application and individualized support for students with ASD. Recommendations include enhancing teacher training and promoting a more uniform and deliberate approach to classroom management to better support inclusive education in similar contexts.

References

Abubakar, A., Ssewanyana, D., & Newton, C. (2016). A systematic review of research on autism spectrum disorders in Sub-Saharan Africa. Behavioural Neurology, 2016(2), 1-14. https://doi.org/10.1155/2016/3501910 DOI: https://doi.org/10.1155/2016/3501910

Bandura, A. (1977). Social learning theory. Prentice Hall.

Barnabas, A., Clifford, S., & Joseph, D. (2010). The influence of assertive classroom management strategy use on student-teacher pedagogical skills. Academic Leadership: The Online Journal, 8(2), Article 43. https://doi.org/10.58809/DUJU1821 DOI: https://doi.org/10.58809/DUJU1821

Batool, S., Bhatti, R. U., & Waseem, M. (2023). Impact of classroom management strategies on academic achievements of students at the elementary level. Journal of Education and Social Studies, 4(2), 373-384. https://doi.org/10.52223/jess.2023.4214 DOI: https://doi.org/10.52223/jess.2023.4214

Buescher, A. V., et al. (2014). Costs of autism spectrum disorders in the United Kingdom and the United States. JAMA Pediatrics, 168(8), 40-46. https://doi.org/10.1001/jamapediatrics.2014.210 DOI: https://doi.org/10.1001/jamapediatrics.2014.210

CDC. (2024). Data & statistics on autism spectrum disorder [Web page]. Centers for Disease Control and Prevention. https://www.cdc.gov/autism/data.html

George, I. N., Sakirudeen, A. O., & Sunday, A. H. (2017). Effective classroom management and students' academic performance in secondary schools in Uyo Local Government Area of Akwa Ibom State. Research in Pedagogy, 7(1), 43-56. https://doi.org/10.17810/2015.47 DOI: https://doi.org/10.17810/2015.47

Ma'rifah, S., & Sinaga, O. (2023). The effect of classroom management on student academic performance of Indonesia education institutions: A PLS-SEM approach study. A Journal of Vytautas Magnus University, 16(3), 45-56.

MINEDUC. (2024, September 15). Minister of education advocates for autism-inclusive education. Retrieved from https://www.mineduc.gov.rw/news-detail/minister-of-education-advocates-for-autism-inclusive-education

Ntalindwa, T., Soron, T. R., Nduwingoma, M., Karangwa, E., & White, R. (2019). The use of information communication technologies among children with autism spectrum disorders: Descriptive qualitative study. JMIR Pediatrics and Parenting, 2(2), e12176. https://doi.org/10.2196/12176 DOI: https://doi.org/10.2196/12176

Omoruyi, K. I., & Aigbedion, I.M. (2015). The impact of classroom management on students' academic performance in selected junior secondary schools in Municipal Area Council, Abuja. International Journal of Education and Research, 3(9), 141-154.

Omoteso, B., & Semudara, A. (2011). The relationship between teachers' effectiveness and management of classroom misbehaviours in secondary schools. Psychology, 2(9), 902-908. https://doi.org/10.4236/psych.2011.29136 DOI: https://doi.org/10.4236/psych.2011.29136

Onsare, L. M., Paul, M., & Milimu, L. N. (2022). Effects of mainstreaming learners with autism on their educational experience in public primary schools in Nyamache Sub County, Kisii County, Kenya. International Journal of Social Science and Human Research, 5(11), 4924-4946. https://doi.org/10.47191/ijsshr/v5-i11-15 DOI: https://doi.org/10.47191/ijsshr/v5-i11-15

University of Rwanda. (2024). Autism awareness campaign concept note [PDF document]. https://ur.ac.rw/IMG/pdf/awareness_campaign_concept_note_edit_190917.pdf