View Record

TitleAccommodation of Grade R learners with cerebral palsy by teachers and practitioners : a case study of two special schools
AuthorStevens, Michelle Sharon
SubjectAssistive devices
SubjectAssistive technology
SubjectAugmentative and alternative communication
SubjectCerebral palsy
SubjectEarly childhood development
SubjectSpecial school
SubjectReception year
SubjectDescriptive case study
SubjectEarly intervention
SubjectCerebral palsied children – Education (Preschool) – South Africa – Gauteng – Case studies
SubjectSelf-help devices for people with disabilities – South Africa – Gauteng – Case studies
SubjectSpecial education -- Technological innovations – South Africa – Gauteng – Case studies
Format1 online resource (xviii, 140 leaves) : illustrations (chiefly color), color map, color graphs
AbstractThe study explored how a practitioner and a teacher accommodated children living with cerebral palsy in Grade R, also referred to as the reception year, at two special schools, especially how they adapted the environment and used assistive devices. Cerebral Palsy is the most common form of a neurological disorder that appears in infancy or early childhood, permanently affecting body movement and muscle coordination. Research has illuminated that early specialist intervention such as assistive devices, augmentative and alternative commutation methods and assistive technology can make the world of difference to the future of the child. My research afforded me the opportunity to observe the children in Grade R living with cerebral palsy, with the practitioner and the teacher in their natural setting at school level. I followed the deductive paradigm, and adopted a case study design. The use of assistive devices and argumentative and alternative communication has historically been the domain of occupational-, speech- and physiotherapists. With the introduction of inclusive education and the new screening, identification, assessment and support policy to be conducted in all Grade R classes at all schools in South Africa, my research will be beneficial to mainstream and full-service schools, as well as special schools. Young children living with cerebral palsy will be included in all these schools and will need support from expert teachers and practitioners, who are knowledgeable about their requirements for an adapted environment and the use of assistive devices and augmentative and alternative communication methods. The study found that the Grade R staff at the special schools were knowledgeable, but their knowledge was superficial, their classrooms lacked adapted toys, and assistive technology was non-existent. Teachers and practitioners need practical training on the importance of movement for children living with cerebral palsy and the training should emphasize that experiencing the world through assistive devices alleviates barriers to learning and development.
AbstractInclusive Education
AbstractM. Ed. (Inclusive Education)
IdentifierStevens, Michelle Sharon (2018) Accommodation of Grade R learners with cerebral palsy by teachers and practitioners : a case study of two special schools, University of South Africa, Pretoria,