At the 2018 National Symposium on Teacher Education for Inclusion, held at Emerald Conference Centre, on 11 July 2018, Daniella Girao and Jean Fourie presented a paper on individualising the remedial support for learners with Neurodevelopmental delays.

Children born prematurely are at great risk of neurodevelopmental delays which manifest variously as physical difficulties, learning disabilities, attention deficits, hyperactivity, behavioural and social problems. Learning disorders present a challenge for teachers as the child requires additional academic support. The challenge is more onerous in low socio-economic schools where therapeutic support is often unavailable as resources are limited and teachers are ill-equipped to meet the complex demands of the child. This case study explored the psycho-educational support mobilised for a 10 year old Zulu speaking boy, whose premature birth led to the diagnosis of a learning disorder. The study was conducted in a mainstream first grade classroom. Data were collected from semi-structured, in-depth interviews, classroom observations, and medical reports. After conducting a base-line diagnostic assessment, an individualised curriculum was implemented. Content analysis revealed specific areas for targeted support – phonetics in the language of instruction, emergent reading exposure, memory training and motor control skills. Poor attention and limited concentration was addressed using strategies of task pacing and focused task completion. Hyperactive behaviour was addressed with alternate activities and varied choice of stimuli. Lack of intrinsic motivation and poor self esteem were addressed with positive reinforcement strategies and continual reassurance. Limited friendships and inappropriate social behaviour was addressed with overt teaching of conversation skills. Family support included adequate nutrition and fostering independent living skills; understanding the life-long implications of learning disorders and integrating the boy into the local community.

At the 2018 National Symposium on Teacher Education for Inclusion, held at Emerald Conference Centre, on 11 July 2018, Daniella Girao and Jean Fourie presented a paper on individualising the remedial support for learners with Neurodevelopmental delays.

Children born prematurely are at great risk of neurodevelopmental delays which manifest variously as physical difficulties, learning disabilities, attention deficits, hyperactivity, behavioural and social problems. Learning disorders present a challenge for teachers as the child requires additional academic support. The challenge is more onerous in low socio-economic schools where therapeutic support is often unavailable as resources are limited and teachers are ill-equipped to meet the complex demands of the child. This case study explored the psycho-educational support mobilised for a 10 year old Zulu speaking boy, whose premature birth led to the diagnosis of a learning disorder. The study was conducted in a mainstream first grade classroom. Data were collected from semi-structured, in-depth interviews, classroom observations, and medical reports. After conducting a base-line diagnostic assessment, an individualised curriculum was implemented. Content analysis revealed specific areas for targeted support – phonetics in the language of instruction, emergent reading exposure, memory training and motor control skills. Poor attention and limited concentration was addressed using strategies of task pacing and focused task completion. Hyperactive behaviour was addressed with alternate activities and varied choice of stimuli. Lack of intrinsic motivation and poor self esteem were addressed with positive reinforcement strategies and continual reassurance. Limited friendships and inappropriate social behaviour was addressed with overt teaching of conversation skills. Family support included adequate nutrition and fostering independent living skills; understanding the life-long implications of learning disorders and integrating the boy into the local community.