Browsing by Subject "Autism"

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Autism and inclusion: teachers' perspectives on the mainstreaming of autistic students
(2008-06-20T12:27:32Z) Roberts, Julie-Anne Samantha
As a result of White Paper 6 (2001), South Africa has embarked on a radical restructuring of its entire education system, with the aim of removing barriers to learning and including children with disabilities into mainstream schooling (Mittler, 2003). According to this new framework, autistic students should be included into mainstream schools but there is scant research on the feasibility and practical implementation of this. This study took the form of a qualitative analysis of the perceptions of both mainstream and specialised teachers in terms of the mainstreaming of autistic students in South African schools. Results of the study suggest that neither of the sample groups perceive the South African context ready for mainstreaming of autistic students. They felt that students with Aspergers Syndrome, higher-functioning autism, could be included more successfully. However, on the premise that all autistic students were going to be included, a number of changes would need to be made. These included the provison of paraprofessionals, smaller classes and a stronger emphasis on safety. Teachers would also need to receive extensive training on dealing with behavioural problems that autistic students may exhibit. It was further noted that mainstream teachers are in need of practical exposure to autism and training in this area.
Facilitating initiating joint attention in children with autism spectrum disorder.
(2010-03-02T07:22:12Z) Dos Santos, Kerry
Background: Joint attention (JA) is selectively and pervasively impaired in children with autism spectrum disorders (ASD) and has been found to link to later outcomes in language, theory of mind, play and social development. This study investigated the effectiveness of a social interactive intervention to improve initiating JA skills in children with ASD. The intervention was based on the mirror neuron hypothesis, in that techniques used encouraged the children to take on their communication partners’ perspective through a process of embodied simulation. Method: Three participants diagnosed with ASD, under the age of 5, were recruited as well as 3 typically developing children for the setting of training criteria. A multiple-baseline design across participants was implemented. Results: All three participants displayed improvements in their ability to initiate JA. Skills generalized to other settings and communication partners. Improvements were observed by both trained and naïve observers. Conclusions: A social interactive model, based on the mirror neuron hypothesis, utilizing specific techniques which follow the child’s lead may be used to effectively improve initiating joint attention (IJA) in some children with ASD.
Feeding children with autism in South Africa: the teachers’ perspectives
(AOSIS Publishing, 2024-02) Adams, Skye N.; Matsimela, Nthabiseng
Background: Over 80% of children diagnosed with autism spectrum disorders (autism) exhibit disruptive behaviours during mealtimes, highlighting the need for personalised care. In South Africa, teachers often take on the responsibility of feeding due to resource constraints and the time children spend at school. Moreover, children with autism have unique and individualised feeding requirements, which many teachers may not have the necessary training or skills to address adequately. Objectives: To explore the ways in which teachers of autistic children manage feeding difficulties in the classroom. Method: A qualitative research design was employed using semi-structured interviews. Eight teachers were interviewed on feeding autistic children between the ages of 3 years - 9 years in Johannesburg, South Africa. Data were transcribed and analysed using thematic analysis. Results: The findings revealed that teachers encountered distinct challenges when it came to feeding autistic children in the classroom, particularly concerning the management of associated feeding difficulties. Teachers employed several strategies to encourage eating in the classroom setting including: (1) bolus modification, (2) behaviour modelling, (3) positive reinforcement and (4) offering choices and alternatives. Conclusion: The study concludes the need for specialised support and training for teachers to address the individualised feeding needs of children with autism. Implementing targeted interventions and providing resources for teachers could enhance their abilities to effectively support children with autism during mealtimes and promote a more inclusive classroom environment. Contribution: This study highlighted the importance of including the teacher in the multidisciplinary team when managing the feeding challenges in children with autism.
The prevalence of autism spectrum disorders at Tara Hospital Child and Adolescent Clinic
(2024) Pitjeng, Philemon M.
Introduction: There are limited studies on the prevalence of Autism Spectrum Disorders (ASD) in Africa as a continent, and in South Africa in particular. This study is aimed at determining the prevalence of Autism Spectrum Disorders at a specialised psychiatric hospital in Johannesburg. Method: This is a retrospective study based on a sample of 1370 patients aged between 1-17 years of age who were evaluated over a period of 6 years at the Tara Hospital Child and Adolescent Clinic. 76 received a clinical diagnosis of ASD as per the DSM-IV-TR or the DSM-5. All patients that were not diagnosed with ASD and those that were diagnosed with ASD but were above the age of 18, were excluded. Results: The prevalence of ASD was 5.5% with a 95% confidence interval of 4.4% to 6.9%. These children also presented with co-morbid psychiatric illnesses, the most common being ADHD at 72% followed by GAD at 34%. Patients that received OT made up 21%, while 17% were at remedial school as per the recommendation made by the multi-disciplinary team. Conclusion: The findings of this study correlate with other studies that have been conducted. There was also an incidental finding that indicated a higher paternal than maternal heritable contribution of ASD. Further research is recommended to measure the outcomes of the cases that were diagnosed.