School-based professionals’ experiences in supporting autistic learners in feminised settings

Background: School-based professionals play a crucial role in supporting autistic learners, with teachers and occupational therapists being primary implementers of education and health policies. The support context reflects cultural feminist principles, as women professionals predominantly provide immediate support in schools. Aim: This study aimed to explore experiences of women professionals in supporting autistic learners within feminised special education contexts, utilising neurodiversity theory and feminist institutional theory as the conceptual framework. Setting: The study was conducted at the Centre for Neurodiversity, utilising a purposive sampling approach across four special schools in Johannesburg Central district. The participant sample comprised 3 teachers, 2 occupational therapists, 1 assistant teacher, and 17 parents. Methods: A qualitative interpretive methodology allowed participants to share their daily experiences in caring for and supporting autistic children. Focus group discussions were used as a data collection technique. Data were analysed using thematic analysis. Ethical considerations were highly prioritised. Results: Cultural feminism ideology has been applied by default in supporting learners with neurodevelopmental conditions in special schools. Women in professional spaces are responsible for immediate caring and supporting autistic learners. The role played by men is invisible in these social spaces. This has led to the feminisation of special educational contexts. Conclusion: This study contributes to understanding how the feminisation of educational support roles impacts both service delivery and professional well-being, emphasising the need for gender-responsive policies and enhanced support systems in special education contexts. Contribution: This study expands knowledge concerning gender imbalances in supporting autistic learners in educational settings.