This study explored parents’ strategies for home educating their children with Autism Spectrum Disorder (ASD) during the COVID-19 period in Harare Urban District in Zimbabwe. Embedded within international research findings on the subject, this qualitative study drew on a purposive sample of eight parents. Telephonic individual interviews, information sheets, and field notes were used to collect data. A constant comparative approach of data organization with continuous adjustment was used throughout the analysis in order to guarantee that codes captured the range of ideas of the parents. Parents committedly home educated children with ASD in collaboration and discourse with their family members and peer parents. Complementary and supplementary roles of parents and family members in the home education of their children with ASD facilitated the transition of these children from school to home routine activities. Parents of children with ASD fostered in these children an awareness of the new social reality of the COVID-19 period and the safety precautions. This study offers insights regarding parents’ strategies for home educating their children with ASD during the COVID-19 period.

本研究探讨了津巴布韦哈拉雷市区在 COVID-19 疫情期间家长对患有自闭症谱系障碍 (ASD) 的孩子进行家庭教育的策略。这项定性研究融入了有关该主题的国际研究成果，有目的地抽取了八位家长的样本。使用电话个人访谈、信息表和现场记录来收集数据。在整个分析过程中，采用了不断调整的数据组织比较方法，以确保代码能够反映父母的想法。父母致力于与自闭症谱系障碍儿童进行家庭教育，并与他们的家庭成员和同龄父母合作和交谈。父母和家庭成员在患有自闭症谱系障碍的孩子的家庭教育中的补充和补充作用促进了这些孩子从学校到家庭日常活动的过渡。自闭症谱系障碍 (ASD) 儿童的家长培养了这些儿童对 COVID-19 时期的新社会现实和安全预防措施的认识。这项研究提供了有关在 COVID-19 期间家长对患有自闭症谱系障碍 (ASD) 孩子的家庭教育策略的见解。