Thesis (MA (Psychology))--University of Stellenbosch, 2010. / ENGLISH ABSTRACT: Family resilience refers to the family’s ability to overcome adversity using inherent and/or acquired strengths and resources. The aim of this study was to identify factors contributing to the successful adaptation, or resilience, of families following the birth or diagnosis of a child with a developmental disability. The study is based on the theoretical frameworks of family resilience proposed by McCubbin and McCubbin (1996) and Walsh (2003), namely the Family Resiliency Model of Family Stress, Adjustment and Adaptation and the Family Resilience Framework. The study population in this study comprised 40 families with a child with a developmental disability living in the Boland region of the Western Cape. One parent from each family was asked to complete a number of quantitative measuring instruments and answer an open-ended question aimed at identifying the strengths and resources contributing to the family’s adaptation. Quantitative data was analysed through analyses of variance, Pearson product-moment correlations and a multiple regression analysis. The qualitative data was analysed using thematic content analysis. These analyses revealed that an acceptance of the situation, positive patterns of family communication, commitment and support within the family unit, and a positive attitude with regard to new experiences and challenges facilitate family adaptation and resilience, while negative patterns of communication within the family were found to be inversely related to family adaptation. An inverse association was also found between age of the child with a disability and family adaptation. These findings suggest some possible avenues of intervention by which the adaptation of families with a child with a developmental disability in South Africa can be facilitated or supported. / AFRIKAANSE OPSOMMING: Gesinsveerkragtigheid verwys na die gesin se vermoë om terugslae en teenspoed te oorkom deur die gebruik van bestaande en aangeleerde sterktes en hulpbronne. Die doel van die huidige studie was om kwaliteite te identifiseer wat tot die aanpassing, en dus veerkragtigheid, van gesinne met ‘n kind met ‘n ontwikkelingsgestremdheid bydra. Die studie is gebaseer op die teoretiese raamwerke wat deur McCubbin en McCubbin (1996) en Walsh (2003) voorgestel is, naamlik die Family Resiliency Model of Family Stress, Adjustment and Adaptation en die Family Resilience Framework. Veertig gesinne van ‘n kind met ‘n ontwikkelingsgestremdheid wat in die Bolandgebied in die Wes-Kaap bly, het aan die studie deelgeneem. ‘n Reeks kwantitatiewe vraelyste en ‘n oopeinde-vraag is deur een ouer van elke gesin voltooi. Hierdie vraelyste en oopeinde-vraag was gerig op die identifisering van sterktes en hulpbronne wat tot die suksesvolle aanpassing van die gesin bydra. Die kwantitatiewe data is ontleed deur gebruik te maak van variansieontleding, die berekening van Pearson-produkmomentkorrelasies en meerregressie-ontledings. Die kwalitatiewe data is ontleed deur gebruik te maak van tematiese inhoudsontleding. Die kwantitatiewe en kwalitatiewe ontledings het getoon dat aanvaarding van die situasie, positiewe kommunikasie tussen gesinslede, toegewydheid tot die gesin, gesinseenheid en ‘n positiewe houding om krisisse as `n uitdaging te beskou, belangrike veerkragtigheidskwaliteite is, terwyl negatiewe en opruiende kommunikasie in die gesin omgekeerd met aanpassing verband hou. ‘n Omgekeerde verband is ook gevind tussen gesinsaanpassing en die ouderdom van die kind met ‘n gestremdheid. Hierdie bevindings kan bydra tot die ontwikkeling van ingrypingsprogramme waardeur die aanpassing van Suid-Afrikaanse gesinne met ‘n kind met ‘n gestremdheid gefasiliteer en ondersteun kan word.

The purpose of this exploratory study was to gain more information about the developmental skills and abnormal behaviors of children with autism. Major interests included exploring the pattern of developmental strengths and weaknesses, the relationship between unusual behaviors, and the relationship of autistic behaviors to development and IQ.

In view of the current use of the Carolina Curriculum for Preschoolers with Special Needs (Carolina) as an alternative to the widely used Brigance Diagnostic Inventory of Early Development (Brigance) for assessing the motor development of preschool aged children, a study was undertaken to establish the validity of the Carolina using the Brigance as a criterion test. A sample of 2 7 preschool special education children ranging in age from 36 to 71 months from three categories-learning handicapped (LH), severely handicapped (SH) and severely handicapped Down's Syndrome children (SHD)-were assessed by an adapted physical education specialist. Each subject was evaluated on two separate days within one week using the Carolina and the Brigance. The subjects were also evaluated concurrently by their classroom teachers using a Teacher Observation check sheet prepared by the adapted physical education specialist. Correlation coefficients using the developmental age scores obtained on the three test instruments and the correlations comparing the three categories to each test instrument ranged from .90 to .98 (r. (25) = .486, p < .01 ). These findings offered strong support for the concurrent validity of the Carolina. Additional analysis of the data using a 3 x 3 ANOVA for repeated measures resulted in a significant F ratio for the dependent variable of functional level, E (2,24) = 4.82, p = 0.174. The Sheffe post hoc analysis procedure indicated a statistically significant difference between the LH and the SHD categories. vi

The modern world is rapidly advancing towards a technological age where every aspect of people’s lives revolves around scientific innovations and consumerism. These advancements have allowed architects to traverse many boundaries and the design of buildings almost seems limitless. However, this has also caused a shift in architecture to focus on the visual aspects of buildings. Most human beings are born with the use of all of their senses and it is through this that we use, understand and appreciate the built environment. However, if a building fails to entice one’s sense of touch or even smell, then architecture has lost its true meaning; that of designing for people and not solely for consumerism. More often than not, children are also avid users of buildings and architecture, which has lost its essence of appealing to all of our senses, also loses its fascination to children as well. Early childhood is the stage in life where people use their senses to the fullest capacity and it is through the perception of our surroundings that we learn, form meanings and identities. This dissertation thus aims to understand how the built environment psychologically affects children and how also, children perceive their surroundings. With that in mind, the purpose of this dissertation is twofold. Firstly, it sets out to investigate aspects of architectural psychology/perception and its relation to children and secondly, it will seek to understand how physical disabilities such as blindness and mobility impairments impact upon the design of buildings. This will set the brief for the design of an Educational Facility for Physically Disabled children, where all of these characteristics will be considered. Through this study, specific characteristics of architectural psychology will be investigated. These include the following: understanding the human senses, sensory emotions and experiences, the effects of colour and light, legibility, wayfinding, place identity related to personal identity and thus critical regionalism and phenomenology. Lastly, the importance of creating sustainable environments and the importance of nature to children will also be looked into, as well as creating safety for children in any type of environment. This research will study the multi – faceted aspects that comprise architecture for the disabled. Therefore, the research will encompass both primary and secondary sources, including relevant precedent and case studies. This research will ultimately provide a design brief, which will inform the eventual outcome for the design of an Educational Facility for Physically Disabled Children. / Thesis (M.Arch.)-University of KwaZulu-Natal, Durban, 2011.

This thesis examines the emerging intercultural dialogues around disability, performance dance and children in the multicultural context of KwaZulu-Natal. It focuses on creative dance (or modem educational dance), as it has emerged in KwaZulu-Natal schools post-1994. The intervention of the arts and a holistic approach to education is examined by appropriating Rudolf Laban (1948), Smith-Autard (1992) and other guiding principles for dance education. The thesis presents an analysis of how creative dance has come to influence notions of contemporary performance dance. This has provided a framework to argue in favour of dance making by untrained (sic) dance teachers and children with and without disabilities. The period under investigation post-1994 coincided with fundamental transformations within the South African cultural landscape, including the following: restructuring of performing arts council, the merging of former separate education departments and the strengthening of disability consciousness within human rights culture. These topics are briefly discussed. The transformation of the arts at The Playhouse Company in KwaZulu-Natal contributed to changes within dance development programmes. These dance development works addressed previously marginalized communities, including the disabled. The potential shifts to mainstream notions of performance dance by children with disabilities have provided an opportunity to theorise the practice of dance in special education and its relation to performance dance in the multicultural KwaZulu-Natal setting. Chapter one begins by firstly problematising disability, which it argues is an occurrence constructed by medical, social, political, historical, cultural and gender identities. Chapter one goes onto explore the changing concepts of dance for children with disabilities by offering a critique of existing notions of performance dance for children with disabilities. Distinctions between social dance. performance dance, dance therapy and educational dance are clarified and the practice of children's dance is contextualised. Chapter two argues that 'disability' within a context of multiculturalism in South Africa could be seen as a culture in and of itself. It does this by accessing the critical writings of Schechner (1991), Pavis (1992), Brustein (1991) and others. Definitions of 'culture' are problematised and the debates: high art vs culture, fusion, multi-, intra-, and inter-culturalism in the South African context are explored. Chapter three looks at three specific dance projects, which emanated from The Playhouse Company. The case studies explore how children between the ages of 8 - 18, who are defined as disabled, have engaged with dance and have had little or no interaction with the performing arts particularly as performers. It critiques and evaluates these projects in order to make conclusions around the following: the need for training of dancers and choreographers with disabilities and to underscore the role of the media in the disabled's plea for access to the performing arts. The idea of integrated 'enablers'(children and adults) with disabled children in the same performance dance work was innovative. Such inclusion and re-dress, as also expressed by The White Paper 6 on Special Education are supported by this thesis. Many children and their teachers have, through these creative movement and dance projects, begun to challenge notions of disability and of performance dance within the 'mainstream' performing dance environment as they emerge as potential artists in their own space. The thesis concludes by offering suggestions for how dance by those defined as 'disabled' is understood, critiqued and reported by reviewers and researchers of dance. It is hoped that these suggestions would strengthen the wider acceptance of notions of dance that emerge from a range of previously marginalised groups. / Thesis (M.A.)-University of Natal, Durban, 2001.

M.A. / It can be concluded from the findings of this study that there are no relevant facilities for mentally retarded children at Ga-Molepo, i.e. no professional services rendered,no voluntary services, no special schools or centres, no receipt of social security and no commitment from members of the community towards retarded children in the area. The list is endless. It can also be concluded that the researcher managed to achieve the aim and objectives of the study as she gained information which will be used by professionals who render services at Ga-Molepo. The information gleaned will enable these professionals, such as social workers, to make informed decisions on the development and utilisation of resources in the community to ensure that the needs of mentally retarded children in the area are met. The objectives of the study were also met, that is: The researcher managed to administer an interview schedule to parents of mentally retarded children at Ga-Molepo in order to identify the needs of the said children as highlighted in Chapter Two of the study. a, She also administered another interview schedule to key persons in the community of Ga-Molepo in order to identify existing resources, if any, for mentally retarded children in the area. The researcher managed to analyse data collected on the needs of mentally retarded children and the resources available in the area with the aim of formulating recommendations in that regard. Based on the findings and conclugions of this study, the researcher deems it necessary that certain recommendations pertaining to this investigation be made. These recommendations are: As the study indicates that the majority of the mentally retarded children at Ga-Molepo are moderately mentally retarded, would not progress beyond sub-standard B level, and could benefit from training in occupational and social skills, it becomes clear that a multi-purpose centre could be of benefit to these children. At such a centre, children could learn various survival skills, as various professionals or members of a multidisciplinary team, such as social workers, occupational therapists, clinical psychologists, speech therapists, etc. would visit regularly. The centre could also have a workshop wing where these children could practise their vocational skills and also leam how to earn a living at a later stage, when they become adults. It is recommended that an investigation be undertaken to establish the viability of such a centre and the number of mentally retarded children in the area who could benefit from the proposed centre. As it was noted that the community was predominantly indifferent to the plight of mentally retarded children at Ga-Molepo, which is confirmed by the lack of Voluntary services for these children, the researcher recommends that the professionals, such as social workers, clinical psychologists, etc. give educational talks to the entire community on the subject of mental retardation. Such an exercise would enlighten community members on what mental reatardation really is and could motivate them to participate actively in issues pertaining to mentally retarded people. 5.4.3 Owing to the fact that no professional services are being rendered to mentally retarded children at Ga-Molepo, it is recommended that the government ensure that professional services, especially those required by mentally retarded children, be made available in the area. The ideal is for services to be taken to the people. In other words, people should not have to travel long distances to procure professional Children with mental disabilities -- Services for -- South Africa -- Ga-Molepo