CLASSROOM ACCOMMODATIONS FOR STUDENTS WITH AUTISM SPECTRUM DISORDER: A CASE STUDY OF A NIGERIAN SCHOOL.

CLASSROOM ACCOMMODATIONS FOR STUDENTS WITH AUTISM SPECTRUM DISORDER: A CASE STUDY OF A NIGERIAN SCHOOL.

ABSTRACT

This case study investigates the implementation and impact of classroom accommodations tailored to meet the diverse needs of students with Autism Spectrum Disorder (ASD) within a Nigerian educational setting. Recognizing the growing prevalence of ASD diagnoses and the imperative for inclusive education, this research examines the specific strategies and practices employed to create a supportive learning environment for students with ASD in Nigeria. A mixed-methods approach, incorporating surveys, interviews, and classroom observations, was utilized to gather comprehensive data from a purposively selected school in Nigeria. The study focuses on the experiences of students with ASD, their parents, teachers, and school administrators, with a particular emphasis on the efficacy of classroom accommodations in facilitating academic, social, and behavioral progress. The findings highlight the positive impact of tailored classroom accommodations on the educational experience of students with ASD. Accommodations such as visual supports, sensory tools, and individualized behavioral strategies have been instrumental in fostering increased engagement, communication, and overall well-being. Notably, a collaborative approach involving parents, specialized educators, and regular classroom teachers emerged as a key factor in the successful implementation of accommodations. Despite the evident benefits, challenges persist, including limited access to specialized resources, insufficient training for educators, and the need for continued professional development. Additionally, cultural perceptions and awareness surrounding ASD play a significant role in shaping the effectiveness of accommodations in Nigerian schools

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