Effective classroom management strategies for supporting students with autism spectrum disorder: Insights from Home de la Vierge des Pauvres (HVP) Gatagara/Gikondo, Rwanda

Despite increasing recognition of Autism Spectrum Disorder (ASD) and the benefits of effective classroom management, there remains a significant gap in understanding how such strategies are implemented and their effectiveness within inclusive educational settings in Rwanda. This study explores the classroom management strategies employed for students with ASD at HVP Gatagara/Gikondo in Kicukiro District. Using a mixed-methods approach, data were collected from 27 participants sampled from a total population of 29, including 24 teachers, one head teacher, one director of studies, and one resource room manager. Data collection methods included questionnaires, in-depth interviews, classroom observations, and document reviews. Findings indicate that strategies such as clear communication of rules, praise and reward systems, delegation of responsibilities, and adequate supervision are utilized at the school. However, classroom observations revealed inconsistencies in the implementation of these strategies. The study underscores the importance of consistent application and individualized support for students with ASD. Recommendations include enhancing teacher training and promoting a more uniform and deliberate approach to classroom management to better support inclusive education in similar contexts.