Abstract
Children living with severe intellectual disability (SID) encounter significant obstacles in navigating psycho-educational assessments and accessing tailored individualised support systems. Many of these children are placed in special care centres (SCCs), where, in addition to their primary medical diagnoses, such as cerebral palsy, global development delay (GDD), Down syndrome, hydrocephaly, microcephaly, foetal alcohol spectrum disorders (FASD), autism spectrum disorder (ASD) and/or attention-deficit/hyperactivity disorder (ADHD), they often carry comorbid diagnoses of mild intellectual disability (MID), severe intellectual disability (SID) or profound intellectual disability (PID) as the secondary diagnosis to inform their educational needs. Existing psychometric assessment tools in South Africa inadequately cater to the diverse needs of this group, necessitating the exploration of a qualitatively tailored battery. This study aimed to develop a contextually relevant and suitable psycho-educational assessment framework.
Using a generic qualitative research design, this study was conducted across three SCCs in the Gauteng province. The participants – comprising educational psychologist (EP), occupational therapist (OT), speech therapist (ST), physiotherapist (PT) and senior education specialist (SES), who together form the transversal team (TT); caregivers and parents of children living with SID – were purposively selected. In-depth semi-structured interviews were conducted with TT members and parents, and photovoice was conducted to gather insights from caregivers. In addition, an analysis was undertaken of documents such as medical diagnoses, therapeutic treatment plans, support from the TT, and child report cards. Thematic content analysis was applied to the collected data.
The study findings coalesce around two central themes. First is the importance of gathering appropriate diagnostic information from diverse sources, including the TT members, parents, caregivers and child records. Triangulation of all sources was emphasised to construct a comprehensive profile of the child’s functioning. Second, the study underscored the significance of employing diverse assessment methods, encompassing clinical intake interviews, clinical observations, norm-referenced tests and informal assessments, in order to establish a holistic and tailored assessment process.
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The culmination of this research is the development of a collaborative psycho-educational assessment framework that effectively attends to the unique needs of children living with SID currently being supported in SCCs. By actively involving various stakeholders and incorporating a range of diagnostic assessment methods, this framework strives to enhance the validity and reliability of intellectual functioning evaluations. Ultimately, this contribution aims to foster a more inclusive and supportive educational environment, thus improving the overall quality of life of these children. This research serves as a critical step towards ensuring that children living with SID receive the appropriate educational support that they require to reach their full potential.
The contributions of this research extend beyond the development of the framework itself; they encompass a broader commitment to improving the lives and outcomes of children living with SID. As we look to the future, the implementation of this collaborative assessment framework has the potential to transform the assessment process and educational support provided to children living with SID in SCCs and similar settings. By promoting inclusivity, enhancing assessment practices and fostering a partnership between professionals, parents and caregivers, this research represents a critical step towards ensuring that every child, regardless of their intellectual disability, has the opportunity to thrive and reach their full potential. It is hoped that the collaborative framework will serve as a model for educational practices and policies that prioritise the well-being and development of children living with SID, ultimately contributing to a more equitable and inclusive educational landscape.
Keywords: Collaborative psychological assessment framework, generic qualitative research, inclusive education, multidisciplinary collaboration, psychometric assessment, severe intellectual disability, special needs education