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MSc (Counselling Psychology), North-West University, Potchefstroom Campus The aim of this research study was to explore and describe the experiences of educators working with learners diagnosed with Autism Spectrum Disorder (ASD) in special needs schools in the North West Province of South Africa. The prevalence of ASD is on the rise worldwide, which means the number of learners with ASD in classrooms are increasing each year. Educators are expected to provide high-quality education, even though the increasing prevalence of learners with ASD might pose new challenges in the diverse classrooms of schools for learners with special education needs (LSEN). This research study was conducted to gain an in-depth understanding of the experiences of these educators, with the hope of developing new insights into the management of ASD within a special needs classroom. A qualitative research study, with a phenomenological research design, was used for this research study. The purposive sampling method was followed to recruit participants from the North West Province in South Africa. Participants included in the research study were educators (seven female and one male, aged between 42 and 62) working with learners with ASD at four LSEN schools. Data were collected in the form of audio-recorded in-depth interviews conducted with participants on an online platform. The data were transcribed, and the process of thematic analysis was followed to derive valuable themes from the data. The thematic analysis applied to the data collected from in-depth interviews produced the following themes: Educators experience typical behaviours and symptoms associated with ASD in the classroom; Factors in both the education and home environment of learners with ASD contribute negatively to educators’ experiences of learners with ASD; Knowledge about ASD provides pleasant experiences of learners with ASD; Know the learner to teach the learner; Using personal strengths can lead to optimal experiences of learners with ASD; and Educators implement useful strategies to ensure pleasant experiences in the classroom. Future studies can focus on learner-educator ratio and group composition in LSEN classrooms. The findings of this research study can be used for the development of informative programs about managing learners with ASD for parents with children on the Spectrum and educators employed at LSEN schools. Masters

MSc (Clinical Psychology), North-West University, Potchefstroom Campus In South Africa, inclusive education has been recognized as an important model of education for all learners, including those with disabilities. However, although this model is implemented within a South African context, many challenges to make it feasible remain. As educators can be identified as pivotal in the successful implementation thereof, facilitating and managing these settings result in a variety of occupational demands and stressors. To ameliorate these experiences, educators concurrently apply various coping strategies in reaction to these demands. Although studies focussing on inclusive educators’ coping strategies are well described, attention to these educators’ experiences thereof is negligent. Moreover, relevant literature regarding this topic of interest within a South African context is lacking. Yet it is stated that knowledge related to the stress and coping skills of inclusive educators provides an essential backdrop for established and effective inclusive educational practices. This qualitative research study followed a phenomenological research design to explore, identify, and describe educators’ experiences regarding their own coping strategies in an inclusive educational setting. Purposive sampling allowed for the focus to be drawn to educators within the Dr Kenneth Kaunda District in the North West Province of South Africa. The final sample for this research study consisted of eight female participants aged 24-57. Data collection consisted of demographic questionnaires and in-depth interviews, whereas thematic analysis was followed to identify relevant themes for this research study. Thematic analysis yielded the following main themes: utilised coping strategies within the inclusive classroom; situational aspects contributing to coping strategies and the experiences thereof; personal aspects contributing to coping strategies and the experiences thereof; and knowledge gained during inclusive teaching career. This research study pioneered in research focusing on educators’ experiences of their own coping strategies in an inclusive educational setting. The findings can therefore be used as a foundation for future research studies related to inclusive education within a South African context, as it identified the pivotal role educators’ coping strategies and the related experiences thereof play in the effective implementation of inclusive educational practices. Additionally, the identified needs and further suggestions within this research study can also be taken into consideration in future, as it provides a framework to develop educator- and child-based intervention programs to further enhance the quality of inclusive education within a South African context. Masters