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West Ashley Library
9 a.m. - 4 p.m.
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Folly Beach Library
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Phone: (843) 588-2001
John L. Dart Library
9 a.m. - 6 p.m.
Phone: (843) 722-7550
St. Paul's/Hollywood Library
9 a.m. - 5 p.m.
Phone: (843) 889-3300
Mt. Pleasant Library
9 a.m. – 6 p.m.
Phone: (843) 849-6161
Dorchester Road Library
9 a.m. - 6 p.m.
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Edgar Allan Poe/Sullivan's Island Library
9 a.m. - 6 p.m.
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John's Island Library
9 a.m. - 6 p.m.
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McClellanville Library
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Edisto Library
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Wando Mount Pleasant Library
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Otranto Road Library
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Hurd/St. Andrews Library
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Profiles of Public and Private Autism-Specific Schools in Gauteng
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- Author(s): Erasmus, Sumari (ORCID
Erasmus, Sumari (ORCID 0000-0002-6887-6004 ); Kritzinger, Alta (ORCIDKritzinger, Alta (ORCID 0000-0003-0327-8756 ); van der Linde, Jeannie (ORCIDvan der Linde, Jeannie (ORCID 0000-0002-8706-6605 )- Language:
English- Source:
South African Journal of Childhood Education. 2019 9(1).- Publication Date:
2019- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: [email protected]; Web site: https://sajce.co.za/index.php/sajce
- Peer Reviewed: Y
- Source: 9
- Subject Terms: Public Schools; Private Schools; Autism; Pervasive Developmental Disorders; Special Schools; Foreign Countries; Institutional Characteristics; Students with Disabilities; Inclusion; Principals; Administrator Attitudes; Caregiver Attitudes; School Size; Child Development; Age Differences; Clinical Diagnosis; Mothers; Children; Academic Accommodations (Disabilities); Race; Therapy; School Psychology
- Subject Terms:
- ISSN: 2223-7674
- Abstract: Background: Despite inclusive education (IE) policies and legislation being introduced in South Africa (SA), learners with autism spectrum disorder (ASD) are still placed in autism-specific public and private schools. Limited data are available on who makes use of the two different types of schools. Results may provide information on the profiles and education of learners with ASD in Gauteng schools. Aim: A quantitative, cross-sectional, comparative research design was used to compare the profiles of autism-specific public with autism-specific private schools and learners in Gauteng Province. Setting: The research was conducted in two autism-specific public and two private schools. Methods: Two survey questionnaires were used to collect data from four principals of two autism-specific public and two autism-specific private schools and 150 caregivers of learners attending the participating schools. Results: Results showed that because of their size autism-specific public schools make a significant contribution to the education of learners with ASD in Gauteng, compared to autism-specific private schools. Autism-specific public schools offer more therapy services than the autism-specific private schools, despite lower fees than autism-specific private schools. Significantly more black learners attend autism-specific public schools than autism-specific private schools. Regardless of the differences in population groups across the participating schools, the mean age when caregivers became concerned about their child's development was similar across the two types of schools. Learners enrolled at the autism-specific private schools were diagnosed with ASD earlier than learners enrolled at the autism-specific public schools. Also, they commenced school earlier than the learners in the autism-specific public schools. Lastly, three of the four principals expressed a preference that learners with ASD be placed in autism-specific schools. Conclusion: The results highlight the need to raise awareness of ASD symptoms among parents with young children in all communities and to determine the barriers that hinder IE for learners with ASD in SA.
- Abstract: As Provided
- Publication Date: 2019
- Accession Number: EJ1232235
- Availability:
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