Assessment accommodations for autistic learners in South African schools: Stakeholder perspectives

Area of Science:

• Education
• Psychology
• Disability Studies

Background:

• Autistic learners benefit from assessment accommodations within South African policy frameworks.
• Stakeholder perspectives on these accommodations are not well understood.

Purpose of the Study:

• To explore stakeholder perspectives on assessment accommodations for autistic learners in South African schools.
• To identify gaps between policy and practice in implementing accommodations.

Main Methods:

• A national web-based questionnaire was distributed to 92 professionals and caregivers.
• Quantitative data were analyzed descriptively, and qualitative data were thematically coded.

Main Results:

• A significant policy-practice disconnect was identified, with educators lacking knowledge and training on accommodations.
• Current policies inadequately address sensory regulation and anxiety needs.
• Stakeholders prioritized universal design elements like simplified language and clearer layouts.

Conclusions:

• There is a critical need for expanded, individually tailored assessment accommodations informed by diverse stakeholder input.
• Autism-specific accommodations are essential for equitable assessment and inclusion in South African schools.
• Inclusive, contextually relevant assessment strategies are needed to support neurodivergent learners.