Learning support strategies for learners with neurodevelopmental disorders: perspectives of recently qualified teachers

Background: Inclusive education envisages the improvement of the quality of education for all learners. This further implies that schools must adjust all systems of teaching and learning to accommodate all learners regardless of their diverse needs. The reduction of educational inequalities through inclusive practices is aimed at supporting the accomplishment of academic outcomes for all. Learners presenting with neurodevelopmental disorders (NDDs) place specific requirements on teachers, particularly when they find themselves in mainstream classrooms. Objectives: This study focused on the learning support strategies used by recently qualified teachers in accommodating learners with NDDs in mainstream classrooms in the Gauteng province of South Africa. Method: A qualitative approach was used to explore the support strategies used by recently qualified teachers in mainstream classrooms when dealing with learners with NDDs. Purposive sampling was used to select six recently qualified teachers from different mainstream classroom. Data were collected using semi-structured interviews, observations and critical incident reports. Results: The findings revealed that teachers employ a variety of support strategies such as cooperative learning, peer learning, ability grouping, extensive visual aids and curriculum differentiation in an attempt to support learners. The support provided by the teachers was evident in their performance as learners with NDD were able to learn and understand the lessons irrespective for their barrier to learning. Conclusion: Contrary to literature findings that teachers do not support learners with diverse needs because of lack of skills, training and knowledge, this study revealed that recently qualified teachers employ a variety of support strategies to support learners with NDDs. However, it appeared that these support strategies were rather general teaching and learning strategies. More support strategies should be applied to help learners with NDD in the mainstream classroom

Comparison of the demographic and diagnostic profile of new patients attending a neurodevelopmental clinic in 2008/2009 and 2016

Background. Literature suggests an increasing prevalence of developmental disabilities, and specifically ofconditions such as autism and attention deficit/hyperactivity disorder. The resulting burden on paediatric neurodevelopmental services has not been described in the South African setting.Objective. To compare the demographic and diagnostic profile of new patients attending a neurodevelopmental service across two 12-month periods, after a change in referral pathway and the introduction of a secondary clinic.Methods. We conducted a retrospective, descriptive cross-sectional folder review of new patients seen in the neurodevelopmental service at Tygerberg Hospital in 2008/2009 and 2016.Results. The number of new patients increased from 84 in 2008/2009 to 240 in 2016. In both periods the majority of patients were male.The median (IQR) age decreased from 62 (31 - 92) months in 2008/2009 to 53 (37 - 67) months in 2016 (p=0.17). In 2008/2009 only one patient was from the Khayelitsha health subdistrict compared with 49 (20.4%) in 2016, following the subdistrict's addition to the hospital's drainage area in 2011. The number of patients referred by allied health professionals increased between the two periods (30.4% in 2016 v. 16.4% in 2008/2009). Cases of autism spectrum disorder (ASD) increased notably: from 10 (8.4%) in 2008/2009 to 84 (35%) in 2016.Conclusion. The notable increase in neurodevelopmental referrals over the past 8 years cannot be fully explained by a regional population increase or a change in referral pathway. The number of ASD cases has increased disproportionately, with important implications for health and educational service planning

The views and knowledge of parents of children with autism spectrum disorder on a range of treatments

Background. Autism spectrum disorder (ASD) is a neurodevelopmental disorder that appears before the age of 3 years. Symptoms reflect delayed or abnormal social interaction and communication skills, with restricted or repetitive behaviour warranting the need for early intensive treatment.Methods. The aim of the study was to investigate the knowledge and views of parents regarding treatments for their children, aged between 5 and 9 years old with ASD, in eThekwini Metropolitan Municipality, South Africa. An embedded mixed methods research design was utilised. Nonrandom purposive sampling was used to select 46 parents of children with ASD. A 42-item questionnaire was used and the data were interpreted using descriptive statistics and thematic analysis.Results. More than half of the parents (53%) were unfamiliar with or had only heard of treatments in question, while 13.4% had a practical understanding of the treatments. Of all the treatments, parents rated their knowledge of speech-language therapy (SLT) most highly. The majority (68%) stated that they had difficulties accessing ASD treatment facilities and healthcare professionals, and perceived treatments as being costly. Even so, 74% of parents reported that they had a good relationship with their healthcare professional.Conclusion. The above findings should be viewed as motivation for health professionals to share information regarding the range of ASD treatments. They can assist parents in accessing appropriate facilities, recommend treatments that are supported by research, and update their knowledge on advances in ASD treatment

The management of traumatic stress disorder in infants

The number of very young children exposed to trauma is under-represented. Trauma interferes with the organisation and development of brain structures and thus may have lasting effects on the individual's life. Traumatic stress disorder (TSD); which is the Axis I diagnosis used in the under-three patient population; encompasses four symptom clusters. Of note is the integral part of the Relationship Disorder Classification (Axis II) during this phase of life. The capacities needed to experience and recall early trauma are largely present from the beginning of life and rapidly develop during the first six months. The treatment of traumatic stress disorder rests on establishing a sense of safety; reducing the overwhelming affects evoked; helping the child to form a coherent narrative and thereby aiding the integration and psychological mastery of the traumatic event. The support of the attachment relationship with an adequate caregiver is pivotal