Abstract
M.Ed.
Children who present with intellectual impairment pose many
challenges for inclusive schools as they exhibit a range of functioning
difficulties with learning, communication, socialisation, sport and leisure
which South African schools are generally ill-equipped to manage. This
case study describes five years of holistic trans-disciplinary team
support for Sipho, a 10 year old, Tswana speaker with severe
intellectual impairment. Qualitative data such as referral forms,
therapist and school reports were collected. Semi-structured interviews
with the psychologist, speech, occupational and remedial therapists,
teacher, Sipho and his parents were conducted. Data was
systematically organised into a comprehensive database for content
analysis. A detailed case history revealed multiple delayed milestones.
Sipho's limited English hampered his learning resulting in a poor selfesteem.
His low muscle tone and co-ordination difficulties limited sport
involvement. He needed constant encouragement to perform daily
schooling activities and to interact with his peers. His level of
functioning was interdependent on the intensity of the team support
which provided varied opportunities for developing functional skills and
a range of appropriate activities for Sipho to construct applicable
knowledge at his own pace. The team designed an individualised
support plan with clear, attainable goals and social learning in his
mother language, Tswana, as the basis of all learning to imbue a sense
of ownership and accomplishment. As an integral part of the team,
Sipho's parents implemented strategies to improve his daily home
functioning. The team support was most successful with constant
collaboration, continual monitoring, information and resource sharing
and goal orientated team work.