Abstract:

Educational support for children with Autism Spectrum Disorder (ASD) in public schools remains critically underdeveloped, often hindered by resource deficits. Learners with ASD experience distinct, compounding barriers to academic progression and grade-to-grade transition in South African public schools, including difficulties with adapting to new routines and social communication. These barriers negatively affect engagement, retention, and later educational outcomes such as post-school study and employment. Despite policy commitments to inclusive education, such as those outlined in Education White Paper 6, the reality is that for a majority of children with ASD, it is characterised by insufficient funding, a lack of trained professionals, delayed diagnoses, and limited access to specialised teaching resources. This study examines the resource gaps in the provision of educational support for children with ASD in public schools. This study applies Bronfenbrenner’s Ecological Systems Theory (1979) as its analytical lens. Using a qualitative approach, data were generated through the use of a desktop review, complemented by thematic analysis of school inclusion policies and support structures. The findings highlight critical gaps in specialised human resources and the interconnectedness of learner barriers, systemic challenges, and teacher resilience within inclusive education. We argue that implementation remains inconsistent due to systemic underfunding, teacher training gaps, and inadequate access to specialised resources. We recommend that dedicated autism units or resource centres within public schools could provide specialised support while fostering inclusion, ensuring that learners with ASD are not excluded from mainstream education. These insights contribute to ongoing debates on inclusive education and offer evidence-based strategies for improving ASD support within mainstream school environments.

Keywords:

Autism Spectrum Disorder, educational support, resource gaps, public schools, South Africa.