Many learners failed at school and were often causing over identification of learners with a mild intellectual disability. A national intervention, the Foundations for Learning was regarded as a national curriculum adaptation that addressed many learning needs. The aim of the study was to investigate the responsiveness of the Foundations for Learning in meeting the mathematics educational needs of Foundation Phase learners with a mild intellectual disability who lived in a disadvantaged village in Mpumalanga Province. A survey involving 39 teachers was conducted in the village and data was collected using a questionnaire. The main findings were that the national curriculum adaptation was significantly responsive and promoted mathematics achievement of some of the learners with a mild intellectual disability. The recommendations included that teacher informal identification of learners with a mild intellectual disability needed to be followed by formal assessment by psychologists and support from the District Based Support Team. / Inclusive Education / M. Ed. (Inclusive Education)

Text in Afrikaans / Children in children’s homes often make use of specific behaviour - defined as contact boundary disturbances in Gestalt theory - as a result of their intense emotional needs, but also to protect themselves or to be assertive in their current environment. This qualitative, applied study aimed to determine and describe the way the child care workers of a rural child and youth care centre manage and experience the contact boundary disturbances of children in the children’s home. Semi-structured interviews were conducted with eight child care workers. In conducting the study, the researcher found that the child care workers had inadequate knowledge and insight regarding contact boundary disturbances and how to handle it. It was concluded that the management of children’s homes must ensure that training and support are provided to child care workers so that their needs are addressed in order to prevent burnout. Recommendations that will be valuable with respect to the handling skills and emotional experiences of child care workers were made. / Social Work / M. Diac. (Spelterapie)

Many learners failed at school and were often causing over identification of learners with a mild intellectual disability. A national intervention, the Foundations for Learning was regarded as a national curriculum adaptation that addressed many learning needs. The aim of the study was to investigate the responsiveness of the Foundations for Learning in meeting the mathematics educational needs of Foundation Phase learners with a mild intellectual disability who lived in a disadvantaged village in Mpumalanga Province. A survey involving 39 teachers was conducted in the village and data was collected using a questionnaire. The main findings were that the national curriculum adaptation was significantly responsive and promoted mathematics achievement of some of the learners with a mild intellectual disability. The recommendations included that teacher informal identification of learners with a mild intellectual disability needed to be followed by formal assessment by psychologists and support from the District Based Support Team. / Inclusive Education / M. Ed. (Inclusive Education)