Abstract
D.Ed. (Educational Psychology)
This research was done in response to the need of educational psychologists to
intervene on a sensory integration level as it affects learning and behaviour, which
falls within the scope of practice of educational psychologists in South Africa. The
research study aimed to explore the research question: how sociodrama could be
used as a therapeutic intervention to address the sensory integration of
adolescents who present with mild intellectual impairment.
The study is situated in the interpretivist-constructivist paradigm, using sociocultural
theory as theoretical framework. I therefore commenced with the research
with the assumption that the six participants each had their own cultural stories and
background within which they functioned, and that they could learn from one another
in the sociodramatic group setting. The sociodrama sessions were conducted at a
school for learners who presented with mild learning impairments. The participants
of the research study attended the bridging class of the school, where the focus is on
basic literacy and mathematical skills. Thirteen sociodrama sessions were
conducted, where the focus was on the development of sensory integration skills.
A qualitative research approach was followed and a case study design was
chosen for the inquiry. Data collection included the use of sensory profiles, a
background questionnaire, context observation, participant observation, visual
journals, reflections, video-recordings and an interview with the educator. I utilised
the steps suggested by Braun and Clarke (2006) to thematically analyse the
qualitative data and to identify themes.
The aim of the research study was to firstly be of benefit to the research
participants, creating sociodramatic opportunities through which their sensory
integration skills could be developed. The research inquiry furthermore aimed to
contribute to the field of educational psychology as it allowed for the development of
knowledge on sensory integration and provides a unique therapeutic approach to
develop sensory integration skills in adolescents who present with mild intellectual
impairment.