Abstract
M.Ed. (Inclusive Education)
Background: Foetal Valproate Syndrome (FVS) describes the development of an infant with
several different congenital birth defects as a result of exposure to Valproic acid (VPA) during
pregnancy. VPA is the active ingredient of Epilim, which is a drug used to control epileptic
convulsions and to manage bipolar disorder. If a pregnant woman uses Epilim, the chances of
the child developing FVS are very high. FVS can manifest various secondary conditions, such
as learning difficulties, lower intellect and commonly, speech and language difficulties. This
study explored the support needed by Scott (pseudonym), a boy with FVS in the foundation
phase, with the aim of developing an individual education support plan (IESP). Such a plan is
based on the nature of the child‟s unique special needs and assists teachers and schools in
efficiently planning and monitoring the appropriate interventions holistically.
Methods: In this descriptive case study, qualitative data was collected from semi-structured
interviews conducted with Scott‟s teacher, his speech therapist, his occupational therapist and
his mother. Field notes were recorded from observations made in the classroom, on the
playground and during speech and occupational therapy sessions, focusing on factors
influencing Scott‟s learning, social interaction and development. Additionally, medical reports
from the doctor and speech and occupational therapists were analysed. These multiple sources
of data allowed for triangulation during content analysis in abstracting themes describing the
case.
Findings: The findings clearly highlight Scott‟s global developmental delays in many areas.
Difficulties with basic physiology were present as he was unable to dress or undress himself,
and was not yet toilet trained at six years old. His gross and fine motor skills were delayed.
He had difficulty chewing and swallowing textured food. Consistent with the most common
symptom of FVS, Scott‟s speech was significantly delayed. He experienced difficulty with
pronunciation and the consistent positioning and articulation of the tongue, lips, jaw and
palate for the production of speech sounds and for sequencing sounds into syllables and
words. His cognitive delays were evident in his inability to understand basic language, to
follow instructions and to communicate his needs. His concentration span was short and he
had difficulty focusing on class work tasks. His language difficulties and cognitive delays
impaired his emotional and social development. He was aggressive towards others and...