Aims: The aims of this thesis were two-fold. First, to review the literature related to parental perceptions regarding their child’s Autism Spectrum Disorder (ASD) and its effect on behavioural or emotional outcomes. Second, an empirical study aimed to explore parental beliefs about their child’s Asperger’s Syndrome (AS) through the application of Q methodology. Method: A systematic review of the literature was carried out to address the first aim. The review included 7 studies; 5 quantitative and 2 mixed methodology studies. For the second aim, Q methodology was used to examine parental beliefs among a purposeful sample of 21 main caregivers of a child with AS. This methodology is based on two techniques: the q-sorting process and q-factor analysis, and aims to explore the understandings those caregivers’ have of their child’s AS. A set of 51 statements, representing a diverse range of opinions and perspectives on AS, was developed from a variety of sources, including bibliographic databases and online parent forums. The Q sorting process involved caregivers’ arranging the statements on a quasi-normal distribution grid based upon their agreement with them. Results: Preliminary conclusions were drawn from a synthesis of papers included in the systematic review: parental beliefs regarding their child’s ASD affects their behaviour regarding treatment options and future immunisations, as well as their experience of depression, anxiety and self-efficacy. The empirical study revealed four narratives or factors from completed Q sorts: (1) AS in a positive light, (2) AS- the default diagnosis, (3) AS- what now? and (4) AS as society’s problem. Conclusions: The results from the systematic review and empirical study highlight a variety of beliefs held by parents of children with ASD. Although the implications of such beliefs were not explored in the empirical study, the results of the systematic review suggest that parental beliefs can have a significant impact on behavioural and psychological outcomes. Parental beliefs may, therefore, be an important target for clinical intervention within child and family services. It is acknowledged that further research is required to confirm and develop these findings.

This research focuses on the perceptions and attitudes that parents have towards the learning area Technology. The research was motivated by the fact that the learning area Technology is a ‘new’ learning area, that has only come into being since the inception of outcomes based education. The study took into account the fact that the parents of grade 7 pupils of 2009 do not have first hand knowledge of this learning area. It was because of this reason that it is interesting to find out what these parents perceptions are of this learning area. Technology is a composite of many old subjects, such as needlework, woodwork, domestic science and arts and crafts. A literature study was undertaken to ascertain what has been written about the history of Technology world-wide and especially in South–Africa. The emergence of outcomes based education, curriculum 2005 as well as the revised national curriculum are written about in the literature study. The role of the parent in the child’s life was also examined with special focus on the parent’s role in the school and learning context. The study was undertaken in the three districts of Tshwane. These three districts had representative English and Afrikaans schools as well as schools that were well resourced and others that were less well resourced chosen and compared to each other as well as mothers and fathers views. The research was done by way of questionnaires that had questions to be answered by way of the Likert scale as well as two open questions. The study was mainly quantitative with a small qualitative component to give a better understanding of the subject. According to the majority of data collected the parents do not have a favourable attitude and perception towards Technology. Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Curriculum Studies / unrestricted