Patience as Pedagogy: Lessons from Hlumelo Educare’s Autism-Inclusive ECD Centre

By Phemelo Mabuse, Injini’s Research Analyst

When you step into Hlumelo Educare Centre, a modest classroom tucked away in the township of Nyanga, Cape Town, in the Western Cape, you don’t walk into a conventional school; you come across a story of a mother who turned grief into purpose. You enter a room of young learners who express themselves more through gestures than words, and into a community slowly learning that difference doesn’t mean deficit.

In many African communities, the stigma that children with Autism Spectrum Disorder (ASD) are “not normal” still runs deep. This belief not only isolates families but also hinders learners from accessing the support they need. Phumeza Booi, the founder of Hlumelo Educare, is determined to decode that belief in parents and society. 

“I couldn’t find an ECD centre or school that could handle my son’s behaviour.”

Research shows that the prevalence of Autism in South Africa is unknown, while the lack of data makes it challenging to know the distribution as well as the needs of children with ASD in education. Without this information, too many children are left out of the education system. 

Hlumelo Educare Centre was born out of necessity. With no formal training in teaching children with learning disabilities, especially Autism, but a deep desire to care for and educate her child and other children from the community, Phumeza began teaching children in her backyard from the tender ages between three and nine, as they did not “fit” the requirements of mainstream schools in South Africa. 

Patience as Pedagogy

"Learners with Autism understand everything; they just need patience.” A powerful reminder from Phumeza. 

At Hlumelo Educare Centre, teaching is not just about the curriculum or milestones; it’s about building patience and resilience. Recognising that progress might look like building a puzzle, and that a non-verbal learner doesn’t mean they aren’t learning, but rather teachers finding innovative ways to unlock learner understanding.

The Role of EdTech: A Missing Ingredient

“Technology works better for learners with Autism, but we don’t have those here.” 

EdTech plays a significant role in education for learners with disabilities, enabling them to be fully integrated into society. In a centre where learners thrive on visuals, repetition, and sensory engagement, technology could be transformative.

“We always have pictures for them to see what the teacher is talking about.”

Visual aids are already central in the classroom; however, EdTech resources such as interactive whiteboards, gamification platforms, and other visual learning apps can provide structure, offer advanced visual learning support, and even help track micro-progress over time, which is essential for learners whose development doesn’t always align with the rigid benchmarks of the traditional school system.

“Teachers do not have knowledge of tech.”

The gap is not only about EdTech resources, it’s also about teacher training and professional development that is lacking for educators teaching learners with ASD. With proper training, educators can utilise EdTech not only as a teaching tool but also as a bridge between home and school, as well as between neurotypical and neurodiverse learners.

Inclusion Is a Team Effort

“We communicate with parents about what is being done in the classroom to practice at home.”

One of the most moving aspects of Hlumelo Educare’s approach is its attempt to include families in the learning journey. Here, too, the lack of tools in low-income areas becomes a barrier. Parents, many of whom lack understanding of Autism, would benefit from simple resources that demystify the condition and show them how to support their children’s learning beyond the school walls.

Inclusion isn't only about seating all learners in one room. It's about creating equity in access, understanding, and tools, whether that’s training teachers to adapt materials or providing visual communication apps for learners who struggle with speech.

Most importantly, inclusion begins not with assumptions, but with listening and understanding. Listening to a child’s needs. To a parent’s grief. To a teacher’s struggle. Investing in teacher training and a growing pool of EdTech solutions for learners with disabilities is crucial, as the longer there is a delay, the longer another child is left behind. 

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Resources 

Aderinto, N., Olatunji, D. and Idowu, O. (2023) 'Autism in Africa: prevalence, diagnosis, treatment and the impact of social and cultural factors on families and caregivers: a review,' Annals of Medicine & Surgery [Preprint]. https://pmc.ncbi.nlm.nih.gov/articles/PMC10473371/pdf/ms9-85-4410.pdf.

Deolinda, A. RB (2025) 'Autism in South Africa: Building Greater Awareness and Support,' Autism Parenting Magazine, 21 May. https://www.autismparentingmagazine.com/autism-south-africa-awareness/?utm_source=chatgpt.com. 

Lynch, P., Singal, N. and Francis, G. Althia (2024) 'Educational technology for learners with disabilities in primary school settings in low- and middle-income countries:a systematic literature review,' Educational Review, 76(2). https://doi.org/10.1080/00131911.2022.2035685.

Sumbane, G.O. O et al. (2023) 'The McKinsey’s 7-S model framework for assessment of challenges faced by teachers of children with autism spectrum disorders in the Limpopo province, South Africa,' South African Journal of Childhood Education, 13(1). https://sajce.co.za/index.php/sajce/article/view/1129/2378.