Onset of intervention for learners in autism-specific government-funded schools in South Africa

dc.contributor.authorErasmus, Sumari
dc.contributor.authorKritzinger, Alta M. (Aletta Margaretha)
dc.contributor.authorVan der Linde, Jeannie
dc.date.accessioned2019-12-10T08:51:30Z
dc.date.issued2021
dc.description.abstractLate identification of children with ASD remains a concern. Due to limited research in low and middle-income countries (LMICs) such as South Africa (SA), the early management of autism spectrum disorder (ASD) should be further explored. The aim was to describe the demographic characteristics and early management of ASD that may influence identification, diagnosis, and intervention of learners with ASD in SA. Participants included 234 (28.4% of total approached) caregivers of children with ASD enrolled at the only six autism-specific government-funded schools in SA. Data were collected from parent-completed questionnaires. The majority of caregivers became concerned about their child’s development on average at 25.2 months, but only a few (3.8%) thought it was ASD. Late identification was significantly associated with the respondent, nationality, qualification of the father and qualification of the mother. It appears that late identification sets a trajectory of late intervention. Factors underlying the trajectory appear to be unfamiliarity with ASD, and limited services and schools for children with ASD. Public awareness should focus on early symptoms associated with ASD risk to expedite early intervention.en_ZA
dc.description.departmentSpeech-Language Pathology and Audiologyen_ZA
dc.description.embargo2021-01-23
dc.description.librarianhj2019en_ZA
dc.description.sponsorshipThe University of Pretoriaen_ZA
dc.description.urihttps://www.tandfonline.com/loi/cijd20en_ZA
dc.identifier.citationSumari Erasmus, Alta Kritzinger & Jeannie Van der Linde (2021) Onset of Intervention for Learners in Autism-Specific Government-Funded Schools in South Africa, International Journal of Disability, Development and Education, 68:1, 46-61, DOI: 10.1080/1034912X.2019.1653449.en_ZA
dc.identifier.issn1034-912X (print)
dc.identifier.issn1465-346X (online)
dc.identifier.other10.1080/1034912X.2019.1653449
dc.identifier.urihttp://hdl.handle.net/2263/72557
dc.language.isoenen_ZA
dc.publisherRoutledgeen_ZA
dc.rights© 2019 Informa UK Limited, trading as Taylor & Francis Group. This is an electronic version of an article published in International Journal of Disability, Development and Education, vol. 68, no. 1, pp. 46-61, 2021. doi : 10.1080/1034912X.2019.1653449. International Journal of Disability, Development and Education is available online at: http://www.tandfonline.comloi/cijd20.en_ZA
dc.subjectDemographic characteristicsen_ZA
dc.subjectFamiliesen_ZA
dc.subjectGovernment-funded schoolsen_ZA
dc.subjectIdentificationen_ZA
dc.subjectInterventionen_ZA
dc.subjectLate onseten_ZA
dc.subjectLearnersen_ZA
dc.subjectSouth Africa (SA)en_ZA
dc.subjectLow- and middle-income countries (LMICs)en_ZA
dc.subjectAutism spectrum disorder (ASD)en_ZA
dc.titleOnset of intervention for learners in autism-specific government-funded schools in South Africaen_ZA
dc.typePostprint Articleen_ZA

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