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Educating students with Autism Spectrum Disorders (ASDs) presents many challenges to the professionals and staff charged with the responsibilities of providing appropriate education. Today many of these students are being educated in the neighbourhood mainstream schools, where the students with ASD warrant varying degree of assistance and interventions to address, social, communication, behaviour and academic needs. This study explored the teaching strategies teachers use in the education of learners with ASDs in two mainstream classrooms and a school based Unit. The researcher employed three qualitative methods: observation, semi-structured interviews and document analysis. The participants included two schools with special units; those interviewed included two SENCOs and four teachers. The findings for this study showed that teachers lacked sufficient training for themselves to understand teaching strategies for engaging students with ASDs. The study recommended that immediate curriculum for pre-service training to be included in teacher training, and universities for better professional development of teachers so that learners with ASD may benefit from inclusive education.

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Mr Charles Omboto is currently a fulltime lecturer at Kenya Institute of Special Education (KISE). He hold bachelors degree from Kenyatta University, KEN and a joint Masters degree in Special Education and Inclusive with specialist in AUTISM from Roehampton University UK, Fontys University Netherlands and Charles University Czech Republic.

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