Classroom Management Strategies for Managing Autistic Pupils in Inclusive Primary Schools in Akwa Ibom State
Keywords:
Autism, Classroom Strategies, Discrete Trial Teaching, Inclusive Education, Teacher KnowledgeAbstract
This study examined strategies for managing pupils with autism in inclusive primary school settings, focusing on the impact of Discrete Trial Teaching (DTT) and observational methods in enhancing teachers’ knowledge of autism management. Three research questions and corresponding hypotheses guided the study, tested at the 0.05 significance level. The target population comprised 639 teachers across twelve public primary schools in Uyo Local Government Area of Akwa Ibom State. A purposive sample of 84 teachers (28 males and 56 females) was selected from two schools with the highest concentration of autistic pupils. A quasi-experimental design using a pre-test and post-test control group structure was adopted over thirteen sessions. Data were collected using the Autism Management Knowledge among Teachers’ Scale (AMKTS), which included demographic data and 20 items assessing autism-related knowledge. The instrument was validated by experts and had a reliability coefficient of 0.811 using Cronbach’s Alpha. Data was analyzed using t-tests and ANOVA. Results showed a significant increase in teachers’ knowledge after the intervention, with gender and teaching experience showing no significant influence. The study recommends sustained professional training and the inclusion of structured Guidance and Counselling services to support autism management in schools.
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