Browsing by Author "Mufutamari, Faith"

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    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
    (Stellenbosch : Stellenbosch University, 2021-12) Mufutamari, Faith; Ohajunwa, Chioma; Geiger, Martha; Stellenbosch University. Faculty of Medicine and Health Sciences. Centre for Rehabilitation Studies.
    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.