• HED4810: Putting Inclusive Education into Context (B Ed Hons)
• IED5902: Learning Support in an Inclusive Education Setting (M Ed)

• Autism and Inclusive Education
• Well-being of persons with disabilities across the lifespan
• Early intervention for children with autism

• Inclusive education for learners with autism
• Early Childhood Education

Chapters in Books

Clasquin-Johnson, M.G. & Johnson, E. (2026). Training South African teachers to include learners with autism: reflections from participants. In Halder, S. (Ed.) Handbook on sustainability, global inclusion, and culture: Interdisciplinary perspectives. Springer.

Clasquin-Johnson, M.G. (2025). Who is the young child? In Joubert, J.C., Meier, C. & Marais, P. Introducing Children’s Literature: A guide to the South African classroom. 2nd Edition. Pretoria: Van Schaik.

Clasquin-Johnson, M.G. (2024). Managing Learners in Early Childhood Development. Management of Early Childhood Development Programmes (Edited by Drs. C Meyer & P Marais), Van Schaik, 4th edition, 2024.

Clasquin-Johnson, M.G. (2024). Who is the young child? In Joubert, J.C., Meier, C. & Marais, P. Introducing Children’s Literature: A guide to the South African classroom. Pretoria: Van Schaik, 2nd edition 2024.

Clasquin-Johnson, M.G. & Clasquin-Johnson, M. (2023). Access, Participation and Achievement: Duoethnographic Reflections on Barriers to Inclusion for Learners with Autism. In Halder, S. & Squires, G. ‘Inclusion and Diversity: Communities, Practices, and Perspectives’. India: Routledge.

https://www.routledge.com/Inclusion-and-Diversity-Communities-and-Practices-Across-the-World/Halder-Squires/p/book/9781032458663 ISSN: (Online) 2226-7220, (Print) 2223-9170

Clasquin-Johnson, M.G. & Phala, T. (2022). Promoting inclusive pedagogies by embracing cultural and linguistic diversity. In Ebrahim, H., Waniganayake, M., Hannaway, D. & Modise, M. Curriculum, Pedagogy and Assessment: A Handbook for Early Childhood Education. Midrand: Pearson.

Clasquin-Johnson, M.G. (2022). Working with support services to enhance children’s learning and development. In Ebrahim, H., Waniganayake, M., Hannaway, D. & Modise, M. Curriculum, Pedagogy and Assessment: A Handbook for Early Childhood Education. Midrand: Pearson.

Clasquin-Johnson, M.G., Mahlo, F.D. & Clasquin-Johnson, M. (Eds). (2020). Autism: African Perspectives. Pretoria: UNISA Press.

Clasquin-Johnson. M.G. (2020). Framing Autism. In Clasquin-Johnson, M.G., Mahlo, D.F. & Clasquin-Johnson, M (Eds). Autism: African Perspectives. Pretoria: UNISA Press.

Clasquin-Johnson, M.G. (2017). Who is the Young Child? in Evans, R., Joubert, J.C. & Meier, C. (Eds.) Introducing Children’s Literature: A Guide to the South African Classroom. Pretoria: Van Schaik.

Clasquin-Johnson, M.G. (2011) Programmes and Institutions for Early Childhood Development, in Meyer, C. & Marais, P. (Eds.) Management of Early Childhood Development Programmes. 2nd edition. Pretoria: Van Schaik.

Van Staden, C.J.S., Clasquin-Johnson, M.G., Johnson, F. & Marais, P. (2011). Managing Staff, in Meyer, C. & Marais, P. (Eds.) The Education of Young Children. Management of Early Childhood Development Programmes. 2^ND Edition. Pretoria: Van Schaik.

Clasquin-Johnson, M.G. (2011). Managing Learners in Early Childhood Development in in Meyer, C. & Marais, P. (Eds.) Management of Early Childhood Development Programmes. 2^nd Edition. Pretoria: Van Schaik.

Clasquin-Johnson, M.G. (2026). “Is this still the right place for him?” A mother’s autoethnography on the barriers to her child’s inclusion. International Journal of Inclusive Education, 30(5): 862-876. https://doi.org/10.1080/13603116.2025.2501122

Kuyler, A., Höök, A., Forsgren, E., Nilsson, S., Clasquin-Johnson, M.G., & Johnson, E. (2025). Co-designing a paediatric person-centred care training programme: Perspectives of paediatric stakeholders working in healthcare. Journal of Pediatric Nursing, 85, 112-120. DOI: 10.1016/j.pedn.2025.07.011https://pubmed.ncbi.nlm.nih.gov/40712511/

Kuyler, A., Ledwaba, G.R., Clasquin-Johnson, M.G., Motitswe, J.M.C., Gouws, E., Mashau, T.I., Chauke, M. & Johnson, E. (2025). Augmentative and Alternative Communication Strategies for Learners with Diverse Educational Needs in African Schools: A Qualitative Literature Review. Disabilities 5(2), 59. https://doi.org/10.3390/disabilities5020059

Martin, C.D., Ebrahim, H.B., Clasquin-Johnson, M.G. & Martin, M. (2025). Early Childhood Workforce Professionalism in South Africa: Policy Ideologies and Teacher Understandings. Contemporary Issues in Early Childhood. https://doi.org/10.1177/14639491251314148

Martin, C. D., Martin, M., Ebrahim, H. B., & Clasquin-Johnson, M. (2025). Navigating tensions between professionalism and sustainability in early childhood care and education in South Africa. European Early Childhood Education Research Journal, 1-15. https://doi.org/10.1080/1350293X.2025.2583296

Clasquin-Johnson, M.G. (2025). Book review: Naicker, S.M. (2024). Education and the working class: Is there hope for an inclusive approach? Stellenbosch: African Sun Media. https://www.dailymaverick.co.za/article/2025-02-05-bold-suggestions-towards-achieving-equal-education-for-all-in-south-africa/

Ebrahim, H.B. & Clasquin-Johnson, M.G. (2024). Building professionalism in early childhood development in South Africa: Professional associations and unions. Early Years. https://www.tandfonline.com/doi/pdf/10.1080/09575146.2024.2393717

Clasquin-Johnson, M.G. & Ebrahim, H.B. (2024). Self-efficacy and well-being of female teacher educators for early childhood care and education during COVID-19. South African Journal of Education, 44(1): 1-9. https://www.ajol.info/index.php/saje/article/view/268856

Manono, M.N. & Clasquin-Johnson, M.G. (2023). “Yebo, it was a great relief.” How mothers experience their children’s autism spectrum disorder diagnoses. African Journal of Disability 12(0), a1101. https://doi.org/10.4102/ajod.v12i0.1101 ISSN: (Online) 2226-7220, (Print) 2223-9170

Jansen van Rensburg, M. & Clasquin-Johnson, M.G. (2023). Parental involvement in the case of primary school children with autism during COVID-19. South African Journal of Childhood Education, 13(1):1-10. DOI: https://doi.org/10.4102/sajce.v13i1.1296

Clasquin-Johnson, M.G. (2022). Early Childhood Intervention. In Mophosho, M. & Ledwaba, R.G. Inclusion, Learner Support and Assistive Technology. Pretoria: Van Schaik.

Pillay, P.P. & Clasquin-Johnson, M.G. (2019). Focus on Play. A South African Community-Initiated Opportunity for Quality Early Learning through Play. Exchange May/June 2019. Dimensions Educational Research Foundation. ExchangePress.com

Clasquin-Johnson, M.G. & Clasquin-Johnson, M. (2018). “How deep are your pockets?” Autoethnographic reflections on the cost of raising a child with autism. African Journal of Disability, 7(1). ISSN: 2223-9170 online ISSN: 2226-7220.

Clasquin-Johnson, M.G. (2016). Now and then: Revisiting early childhood teachers’ reactions to curriculum change, South African Journal of Childhood Education, 6(1), a408. http://dx.doi.org/10.4102/sajce.v6i1.408 ISSN: (Online) 2223-7682, (Print) 2223-7674

• Clasquin-Johnson, M.G. 2009. Preschool Teachers as Curriculum Developers in their Responses to Curriculum Change – paper presented at the 3rd Triennial Conference of the International Association for the Advancement of Curriculum Studies 7-10 September 2009, Somerset West. Rethinking
• Curriculum Studies; Sub-theme: Teachers as Curriculum Developers.
• Clasquin-Johnson, M.G., Joubert, I. & Hartell, C. (2010). Hassling about Homework? Here’s the Answer. http://mg.co.za/article/2010-10-13-hassling-about-homework-heres-the-answer Accessed from the World Wide Web 2014/09/18. Originally printed in the Mail & Guardian.
• Clasquin-Johnson, M.G. (2007). Municipal pre-reception year (birth to four) early childhood development programmes in South Africa: research undertaken by the Department of Early Childhood Development, University of Pretoria, Paper prepared for the Development Bank of South Africa, 24 October 2007, DBSA conference Midrand.

u’Good International Collaborative Research Grant on Relational Wellbeing of Young People with Disabilities in the Global South (PicPecc4Wellbeing) funded by Fondation Botnar and coordinated by the National Research Foundation and Human Sciences Research Council.

Value of grant: R8 491 208, 2026-2028

Women in Research Award, UNISA 2016-2018: Curriculum adaptation for learners with autism spectrum disorder

Primary investigator of a u’Good international collaborative research project on Relational Wellbeing of Young People with Disabilities in the Global South (PicPecc4Wellbeing), in partnership with Prof Ensa Johnson, Co-Lead, UNISA, Prof Santoshi Halder, University of Calcutta, India, and Prof Monica Viviana Pinilla Roncancio, Universidad de los Andes, Colombia.

Catalytic Niche Areas: Health Promotion, Digitalisation, and Student Support

• Research Project “Overcoming barriers to self-reporting of health outcomes by children: Digital innovations to improve well-being and reduce health inequalities”, led by Prof Ensa Johnson, Catalytic Niche Areas: Health Promotion, and Digitalisation
• Flagship Community Engaged Scholarship Project: Sustaining the wellbeing of education stakeholders to promote inclusivity
• Strengthening the implementation of Augmentative and Alternative Communication in Special Schools, Collaborative Engaged Scholarship Project, led by Dr. Gloria Ledwaba
• Women in Research Award, UNISA 2016-2018: Curriculum adaptation for learners with autism spectrum disorder.
• PIEECCE (Project on Inclusive Early Childhood Care and Education) 2017-2019 to develop a Diploma in Early Care and Education or Dip (ECCE) and a Bachelor of Education in Early Childhood Care and Education Degree or B. Ed. (ECCE) to professionalise the ECD field.

M.Ed. supervised to completion

• - Ashelly Mpando, 5369278: Teaching strategies that promote inclusion of learners with autism spectrum disorder, 2026
• - Mareli Janse van Rensburg, 51358093: Strategies to promote school involvement of parents with children on the autism spectrum, 2022
• - Leandrie Bekker, 66334632: Early screening and intervention for toddlers with autism spectrum disorder, 2022
• Lettah Ntuli, 06479081: Support for learners with high-functioning autism, 2022
• Raesibe Mavis Chuene, 37026666: TVET college lecturers’ professional development related to inclusive education, 2022
• Mbalenhle Manono, 43638430: How mothers respond to autism diagnoses and navigate early intervention and support, 2022
• Aili Kondjela, 61931438: Addressing barriers to English first additional language teaching and learning in Namibia, 2021
• Simone Gilbert, 53602609: Teachers’ experiences of the inclusion of children with autism spectrum disorder, 2021
• Molebatse Sylvia Dube, 45044039: Post-school transition planning for learners with severe intellectual disability in special schools, 2021
• Tharusha Moodley, 40803910: Teachers’ experiences of curriculum differentiation in Mathematics, 2021
• Sabina Langa, 30162734: Teaching Strategies to address barriers to English First Additional Language (FAL) reading fluency, 2020

PhD students supervised to completion

• Shaheena Boda, 33196435: Play as a teaching strategy for children with autism spectrum disorder (Co-supervisor: Prof T. Majoko), 2021
• Katherine Maryanne Rinald, 61433209: The transition of children with autism from early intervention to inclusive kindergarten in British Columbia: Parents’ experiences (Co-supervisor: Prof T. Majoko), 2021