Profiles of public and private autism-specific schools in Gauteng

Show simple item record Erasmus, Sumari Kritzinger, Alta M. (Aletta Margaretha) Van der Linde, Jeannie 2020-04-08T06:16:52Z 2020-04-08T06:16:52Z 2019-10
dc.description.abstract BACKGROUND : Despite inclusive education (IE) policies and legislation being introduced in South Africa (SA), learners with autism spectrum disorder (ASD) are still placed in autism-specific public and private schools. Limited data are available on who makes use of the two different types of schools. Results may provide information on the profiles and education of learners with ASD in Gauteng schools. AIM : A quantitative, cross-sectional, comparative research design was used to compare the profiles of autism-specific public with autism-specific private schools and learners in Gauteng Province. SETTING : The research was conducted in two autism-specific public and two private schools. METHODS : Two survey questionnaires were used to collect data from four principals of two autism-specific public and two autism-specific private schools and 150 caregivers of learners attending the participating schools. RESULTS : Results showed that because of their size autism-specific public schools make a significant contribution to the education of learners with ASD in Gauteng, compared to autism-specific private schools. Autism-specific public schools offer more therapy services than the autism-specific private schools, despite lower fees than autism-specific private schools. Significantly more black learners attend autism-specific public schools than autism-specific private schools. Regardless of the differences in population groups across the participating schools, the mean age when caregivers became concerned about their child’s development was similar across the two types of schools. Learners enrolled at the autism-specific private schools were diagnosed with ASD earlier than learners enrolled at the autism-specific public schools. Also, they commenced school earlier than the learners in the autism-specific public schools. Lastly, three of the four principals expressed a preference that learners with ASD be placed in autism-specific schools. CONCLUSION : The results highlight the need to raise awareness of ASD symptoms among parents with young children in all communities and to determine the barriers that hinder IE for learners with ASD in SA. en_ZA
dc.description.department Speech-Language Pathology and Audiology en_ZA
dc.description.librarian hj2020 en_ZA
dc.description.sponsorship The University of Pretoria Postgraduate Bursary en_ZA
dc.description.uri en_ZA
dc.identifier.citation Erasmus, S., Kritzinger, A. & Van der Linde, J., 2019, ‘Profiles of public and private autism-specific schools in Gauteng ’, South African Journal of Childhood Education 9(1), a691. en_ZA
dc.identifier.issn 2223-7674 (print)
dc.identifier.issn 2223-7682 (online)
dc.identifier.other 10.4102/sajce.v9i1.691
dc.language.iso en en_ZA
dc.publisher AOSIS Open Journals en_ZA
dc.rights © 2019. The Authors. Licensee: AOSIS. This work is licensed under the Creative Commons Attribution License. en_ZA
dc.subject Autism-specific schools en_ZA
dc.subject Autism spectrum disorder (ASD) en_ZA
dc.subject Gauteng en_ZA
dc.subject Public education en_ZA
dc.subject Private education en_ZA
dc.subject Learners en_ZA
dc.subject South Africa (SA) en_ZA
dc.subject Inclusive education en_ZA
dc.title Profiles of public and private autism-specific schools in Gauteng en_ZA
dc.type Article en_ZA

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