Autism Spectrum Disorder (ASD) largely remains an unknown form of neurodevelopment disorder, despite the global trend of increasing prevalence. South Africans, in general, have little awareness and knowledge about this relatively rare form of neuro-developmental disorder which could so easily be misunderstood due to the major areas of difficulty experienced by children with ASD. The aim of this study is to explore African parents’ experiences in relation to having an atypically developing child who is eventually diagnosed with ASD. A qualitative approach was adopted in this study, so that the researcher could gain a “rich” description of the participants’ experiences of raising a child with ASD. The pathways and steps taken to arrive at this diagnosis and their reactions to the diagnosis were a central aspect of this research. Eight black South African parents (mothers and fathers) of children who have been diagnosed with ASD, were interviewed to ascertain their understanding of their both typical developmental patterns and their child’s atypical development, the experience of getting the diagnosis and the experience of how raising a child with ASD has been and is for them as African parents. The data obtained was analysed using thematic analysis. The results suggested that African parents experience and understanding of ASD is largely influenced by their frames of reference. Further, the parents turned to their traditional beliefs when faced with challenges. However, other interventions such as religion and finally the western practices were explored by the parents. This study therefore concludes that the African parents understanding and experiences of raising a child with ASD is initially influenced by the parents cultural frame of reference and later by western exposure. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.

In South Africa basic education is a right for all children (Constitution of the Republic of South Africa, 1996) and mainstream education for learners with so called mild disabilities such as High Functioning Autism or Asperger’s Syndrome (HFA / AS) is available according to government policy (White Paper 6, South African Department of Education, 2001b). The aim was to explore barriers to admission to mainstream primary school education for learners with HFA / AS. A mixed methods research design with two phases was used. Twenty-eight government primary schools in two circuits of a KZN school district completed a questionnaire; five parents of children with HFA / AS took part in a focus group discussion and an autoethnographic essay was written by the researcher. The data were analysed with descriptive statistics and thematic analysis. Some schools and the majority of parents were unaware of the learners’ educational rights. Gaps in the implementation of policy exist, which contributed significantly to the barriers to admission for learners with HFA / AS. Main barriers were lack of knowledge and misconceptions about HFA / AS amongst school staff, lack of training for school staff, lack of government funding, lack of unity between parents and teachers/schools and negative attitudes towards inclusion of learners with HFA / AS. Suggested ways of overcoming the barriers to admission included small classes, class assistants or facilitators, improved unity and communication between parents and teachers and greater government support. With solutions addressed in the future, learners with HFA / AS can access suitable education in order to become contributing adults to society (Attwood, 2007). / Thesis (M.O.T.)-University of KwaZulu-Natal, Durban, 2014.

Despite a widespread perception that the number of children coming to clinical attention with Autism Spectrum Disorders has greatly increased, limited South African Research has been conducted on children with Autism. Thus a need exists to accumulate knowledge about the cognitive, psychological and personalsocial growth of children diagnosed with Autism. This study is aimed at exploring the performance of children with Autism between the ages of 7 years (from 72 months) and 8 years (to 95.9 months), in South Africa (SA), utilising the Revised Extended Griffiths Scales of Mental Development (GSMD). The sample comprised an experimental group of 30 children with Autism from four schools for Specialised Education for learners with Autism in SA, and a control group comprised of 30 “normal” children, where normalcy can be broadly defined as “an absence of any sensory, physical or mental handicap”. The six areas of general development assessed included Locomotor, Personal- Social, Language, Eye and Hand co-ordination, Performance, and Practical Reasoning. A non-probability, purposive sampling method was applied. The major findings of the present study were as follows: (i) Children with Autism (years 7 & 8) showed a characteristic cognitive profile when tested with the revised Extended Griffiths Scales. Their performance indicates lower performance on Subcales B, C and F than on the other Subscales. (ii) Some children with Autism experienced major fall-outs, whereas others were slightly below average. The general performance of children with Autism was, however, in the range “cognitively impaired”. (iii) There was significant difference between the Autistic sample and the normal sample on the GQ. xiv In view of the findings, it is recommended that the results of the study, which focused on the children’s areas of developmental weakness, be widely disseminated. This could facilitate the development of therapeutic programmes, so as to allow for appropriate stimulation for children with Autism.

MPH / Department of Public Health / Autism spectrum disorder (ASD) is a life-long neurodevelopmental disorder, which does not affect the child only but the caregiver more. ASD characterized by impairments in social interactions, communication and repetitive behaviour. Therefore, caring for a child diagnosed with ASD can be a very challenging experience for caregiver especially when knowledge about the condition is limited. The aim of the study was to explore experiences of caregivers for children diagnosed with ASD in the Ehlanzeni District, Mpumalanga Province. The study adopted a qualitative approach, wherein data was collected using face-to-face semi-structured interviews, in which an interview guide was used. Participants were selected purposively from the three different schools and data was analysed using thematic content analysis. Twelve (12) participants were interviewed for the study. The caregivers’ children were aged 5-12 years. Ethical considerations and measures to ensure trustworthiness were adhered to throughout the study. The study findings indicated that caregivers for children diagnosed with ASD experienced psychological stress, social isolation and stigma, financial burden, lack of family support, services for children with ASD were perceived not to be accessible and available. The findings also indicated that there is limited knowledge of ASD amongst caregivers, health professionals and the community at large. Therefore, more awareness campaigns need to be done on ASD to increase knowledge on the condition. Furthermore, the study recommends that support groups for caregivers of children diagnosed with ASD should be formed and that information regarding a range of inexpensive interventions and educational programs should be made available for caregivers and their children, as well as continuous dissemination of information amongst caregivers. However, limited statistical information on ASD is available on the South African context. / NRF