Breaking Out of the Autistic Shell Through Innovation Among Early Childhood Learners in Honde Valley, Mutasa District

Emilda Rumbidzai Machiridza
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Emilda Rumbidzai Machiridza: Midlands State University, Zimbabwe

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 1217-1229

Abstract: This study explores the potential of innovative teaching methods to support early childhood learners with autism spectrum disorder (ASD) in Honde Valley, Mutasa District. The research focuses on breaking away from traditional teaching routines to foster creativity, engagement, and holistic development among autistic learners. Using a qualitative approach, the study involved 20 participants, including educators, parents, and learners, from five early childhood development (ECD) centres. Data were collected through interviews, focus group discussions, and classroom observations. Thematic analysis revealed that innovative approaches, such as sensory-based activities, technology-assisted learning, and play-based interventions, significantly improved communication, social interaction, and cognitive skills among autistic learners. The study recommends integrating innovative teaching strategies into the ECD curriculum to create an inclusive and supportive learning environment for children with autism. This research contributes to the growing discourse on inclusive education and the role of innovation in addressing the unique needs of autistic learners in rural settings.

Date: 2025
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