Exploring Educational Support For Neurodiverse Learners In Rural South Africa: An Autoethnographic Study

Supporting neurodiverse learners is grounded in the principles of inclusive education and has increasingly become a global movement. While neurodiversity and associated learning impairments may not be cured, learning outcomes can be enhanced with appropriate support. This study examined the acceptance and support of neurodiversity in rural communities in South Africa. The study was anchored in Maslow's hierarchy of needs theory, examining the needs of neurodivergent learners in a rural context to help them reach their full potential. The 'qualitative research' approach was adopted. Autoethnography was employed as the study's methodology. Data were thematically analysed as the gathered information was transcribed and examined to identify the essential supports available for neurodiverse learners. The results were reported based on the five support themes: (a) awareness at schools, (b) Parent and teacher involvement, (c) Oversized classrooms, (d) Learning materials, and (e) Time allocation and rigid curriculum. The findings indicated that additional efforts are still required to support neurodiverse learners. By amplifying the voices of those directly involved in the education of neurodiverse learners, this autoethnographic study seeks to foster collaboration and sustained change within the education systems of rural communities in the Global South.