Abstract

Computer integrated teaching for learners with autism, a pervasive developmental disorder, has already been successfully implemented internationally. It may contribute to improved communication and social skills, more focused attention, and a decrease in self-stimulating behaviour. This study investigates the extent of computer integrated teaching for learners with autism in South Africa. The mainly quantitative, exploratory and descriptive research involved seven schools that accommodate learners with autism. Five of the schools provide solely for the needs of learners with autism and two schools have units where these learners are accommodated. Data was collected by means of a semi-structured questionnaire consisting of open-ended and closed-ended questions. Out of the seven schools, only four had computers for computer integrated teaching, as one school did not use their computers for this purpose. Only 40 computers in total were available in the four schools to teach learners with autism. On average, learners received two hours per week of computer integrated teaching. Teachers cited lack of financial resources, inadequate computer literacy and ignorance about appropriate software as their biggest barriers.