Primary caregivers’ experiences of changes in their children during the course of Early Childhood Development also known as grade RR at a school for learners with Autism Spectrum Disorder (ASD) in Cape Town

Thesis (MHumanRehabSt)--Stellenbosch University, 2021.ENGLISH SUMMARY : The aim of this study was to explore primary caregivers’ experiences of changes in their children during the course of Early Childhood Development also known as grade RR at a school for learners with Autism Spectrum Disorder (ASD) in Cape Town. A qualitative, descriptive phenomenological methodology was used for this study to bring into consciousness the lived experiences of participants and elicit narratives based on participants’ experiences and frame of reference. The six stages of thematic analysis were most suitable for this study because it assisted with the identification of recurring patterns and interconnections of data (Braun & Clarke, 2013). Findings in this study indicate that children with ASD enrolled for grade RR at a school for learners with ASD only, demonstrated potential to learn and develop on their milestones during the first year they started school. The outcomes of the study indicated positive outcomes for the children with autism. Parents stated that their children improved in their self-help skills, developing social, speech and academic skills. Most importantly, primary caregivers felt that their children grew in confidence, enjoying the special school setting and the expert attention they received from their teachers. An additional outcome that came out is the tri-factor approach. Parents explained that there are certain factors that support this successful and positive experience of grade RR for their children. These three factors are: School preparedness (Factors within the school); child’s preparedness (factors within the child); and parent preparedness (Parental influence). These outcomes are expected to provide valuable feedback to special educators working with children with ASD as well as to influence policy makers to create policies that speak to the reality on the ground especially within inclusive education. This study was limited for academic purposes and was restricted to participants residing only in Cape Town. Being a qualitative study, the outcomes cannot be generalized to the larger population. The study was also limited to only the primary caregivers of children with ASD. In that case, parents or other family members who are not primary caregivers were not invited to participate. Recommendations to different stakeholders were made as well as recommendations for future studies.AFRIKAANSE OPSOMMING : doel van hierdie studie was om ouers/primêreversorgers se ervarings van veranderinge in hul kinders gedurende die graad RR by 'n skool vir leerders met outisme-spektrumversteuring (ASD) in Kaapstad te ondersoek. ’n Kwalitatiewe, beskrywende fenomenologiese metodologie is vir hierdie studie gebruik om die geleefde ervarings van deelnemers in bewussyn te bring en narratiewe te ontlok gebaseer op deelnemers se ervarings en verwysingsraamwerk. Die ses fases van tematiese analise was die beste geskik vir hierdie studie omdat dit gehelp het met die identifisering van herhalende patrone en onderlinge verbindings van data (Braun en Clarke, 2013). Bevindinge in hierdie studie dui aan dat kinders met ASD vir graad RR slegs vir leerders met ASD ingeskryf het, die potensiaal het om tydens hul eerste mylpale te leer en te ontwikkel gedurende die eerstejaar wat hulle begin skoolgaan het. Die uitkomste van die studie kan saamgevat word in 'n driefaktorbenadering tot skoolvoorbereiding vir die suksesvolle ervaring van kinders met ASD in graad RR endaarna. Hierdie drie faktore is: skoolgereedheid; kind se paraatheid; en ouers se paraatheid. Skoolvoorbereiding gaan oor die daarstelling van 'n omgewing van versorging, professionele opleiding van opvoeders, opvoeders se positiewe houding en gespesialiseerde ondersteuningstelsels. Die belangrikste oorwegings onder die voorbereidheid van die kind vir die oorgang na graad RR is: 'n progressiewe en geleidelike verandering in die roetine by die huis om die oorgang na die skool te ondersteun; ondersteuning vir sosiale angs en emosies; leer-ondersteuning en erkenning dat elke kind uniek is. Die derde faktor is die paraatheid van ouers om te vervoer, wat insluit: ouerbetrokkenheid en toegang tot inligting; validering van kennis wat deur ouers oor hul kinders as eg beskou word; ouers as deel van die skool se gemeenskapsorg. Daar word verwag dat hierdie uitkomste waardevolle terugvoer sal gee aan spesiale opvoeders wat saam met kinders met ASD werk, en om beleidmakers te beïnvloed om beleidsrigtings te skep wat op grond van die werklikheid, veral binne inklusiewe onderwys, spreek. Hierdie klein studie was beperk vir akademiese doeleindes en was beperk tot deelnemers wat slegs in Kaapstad woon. Aangesien dit 'n kwalitatiewe studie is, kan die uitkomste nie veralgemeen word na die groter bevolking nie. Die studie was ook beperk tot slegs die primêre versorgers van kinders met ASD. In daardie geval kon ouers of ander familielede wat nie primêreversorgers is nie, nie deel neem nie. Aanb evelings aan verskillende belanghebbendes is gemaak asook aanbe velings vir toekomstige studies.Master