The effects of cognitive effort on academic performance of learners with cochlear implants in a private mainstream school in Gauteng

This research investigated the phenomenon of learners with cochlear implants and their challenges with cognitive effort in private mainstream schools in Gauteng. Many learners with cochlear implants encounter academic and social challenges at school, despite the advanced technology. Objectives: This study aimed to explore how learners with cochlear implants experience cognitive effort and whether it impacts their academic potential. Methods: Research was conducted using a phenomenological design. Phenomenography was used as theoretical framework to perceive, interpret and understand experiences of the cochlear implant recipients. The six former learners who were recipients of cochlear implants were selected using purposive sampling. Semi structured interviews were utilised to gather information, which was analysed using thematic content analysis. Results: Five themes emerged from the analysis, namely auditory challenges, cognitive functioning, peer interactions, emotional health and concealed disability. This article only presents the first theme of cognitive functioning and highlights three subthemes related to cognitive effort. Findings show that many learners struggled with their concentration span and fatigue, as a result of their cognitive effort difficulties. Conclusion: This study demonstrated how learners with cochlear implants face challenges with cognitive effort at their mainstream schools. It indicates the need for awareness of and training on educating learners with cochlear implants to help them reach their academic potential. Contribution: This study contributes a unique focus on learners with cochlear implants in mainstream schools in South Africa. The study highlights that cognitive effort of learners with cochlear implants influenced their capabilities to multitask and retain information, despite the effort they have to put into listening. Further research should be conducted to develop interventions that could lesson cognitive effort while increasing learner productivity. The article responds to disability studies and inclusive education

An Exploratory Study of the Implementation of Early Intervention Workshops for Primary Caregivers in Johannesburg

Background. If primary caregivers are able to stimulate their children's development effectively; then the prevalence of children at risk of cognitive and language developmental delays could decrease and the shortage of available services for the identified children could be addressed; as hopefully fewer children would require extensive early intervention (EI) services later on in life.Objective. To develop and implement an EI workshop with primary caregivers on how to provide language and cognitive stimulation through daily living activities (DLAs). Methods. Two workshops were conducted at two daycare centres; focusing on daily language stimulation; with the primary caregivers of children aged between 0 and 3 years. A pre-workshop; semi-structured group interview was conducted to gain insight into the participants' knowledge and expectations. This was followed with a post-workshop; semi-structured group interview to gain insight into and feedback on how the participants were able to carry over the techniques in order to stimulate their children in DLAs. The data were analysed using thematic data analysis.Results. It was found that although participants demonstrated the basic understanding of the concept of EI; their knowledge improved with the workshop. The participants reported that they were able to implement the techniques gained from the workshop and noticed a change in their children's behaviour and communication within the space of 1 week. The participants also reported on the ease of stimulating their children through DLAs and that no additional time had to be scheduled for stimulation. Conclusion. The workshops have the potential to target populations regardless of their socioeconomic status; cultural beliefs; linguistic differences; and access to medical institutions

Neuropsychological Diagnostics in Ethiopia - Challenges and Chances among Considerations Regarding Differential Diagnosis (Literature Overview)

"Background Neuropsychological tests can provide crucial information regarding the consideration of psychiatric differential diagnosis. This is especially important in developing countries like Ethiopia where advanced imaging is not widely available. Methods A detailed literature search was conducted using the search engines Pubmed; Science Direct; Web of Science and Google Scholar from February 2013 until May 2014. Selecting the identified studies pragmatically depending on the content; twenty-six studies were included. Results The administration of tests developed in Western-European settings to the African culture presents enormous challenge. Among these are especially the influence of low level of literacy; familiarity with the testing material; cultural aspects regarding social behavior and sense of time; cultural differences regarding cognitive functions and lack of norms. At the same time; there are opportunities for different fields of application; especially when considering the diagnosis of dementia and in the assessment of frontal lobe lesions. Assessment of cognitive flexibility appears to be an important way to differentiate between affective disorders and schizophrenia. Conclusions In conclusion; we suggest a ""basic set of neuropsychological tests"" for application in psychiatric facilities in low income countries like Ethiopia; which mostly includes nonverbal tests. By using these tests; some of the challenges found during the literature search can be overcome. Additionally; they might provide extra information for diagnostic issues. However; they might have to be adapted to the Ethiopian culture."