Abstract
Developmental coordination disorder (DCD), is a neurodevelopmental motor disorder
impacting five to six percent of school-going children. The motor skills deficit,
experienced by learners with DCD, impacts on academic productivity as well as
activities of daily living, leisure and play activities. Within the South African inclusive
education system, teachers are responsible for the identification of barriers to learning,
such as DCD, as well as the implementation of classroom-based support strategies.
However, research into specific classroom-based support strategies for Foundation
Phase learners with DCD is sparse.
Therefore, this study aims to consider the barriers, in all domains of functioning, that
Foundation Phase learners with DCD may experience, as well as to explore specific
support strategies that teachers can implement within a classroom setting, in order to
better support learners with DCD during this phase. Set within an interpretivist
paradigm and generic qualitative research design, an in-depth exploration of the
research questions, ‘What challenges do learners with DCD face in Foundation Phase
classroom settings?’ and ‘What classroom-based support strategies can be used in
the Foundation Phase to assist learners with DCD?’ took place.
Twelve participants, who have experience in working with learners with DCD
participated in semi-structured interviews. The participants included occupational
therapists, remedial teachers, physiotherapists, speech therapists and educational
psychologists. The interviews were audio recorded for transcription purposes. The
transcriptions were divided into meaning units before being coded and analysed into
themes relating to the domains of functioning and in answer to the research questions.
Through the data analysis four main themes emerged. The first theme incorporated
general observations made by the participants which, although not specific to any
domain of functioning, were relevant to the research questions and aim of the study.
The second theme considered the physical domain with fine and gross motor
challenges and classroom-based support strategies. The third theme took the social,
emotional and behavioural domain into account. It focused on difficulties and support
for self-understanding and self-esteem, challenges with social interaction and support
for skills development and social interventions, as well as emotional and behavioural...
M.Ed. (Educational Psychology)