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Thesis (D.N. Sc.)--Catholic University of America. / Typescript. eContent provider-neutral record in process. Description based on print version record. Bibliography: leaves 95-97.

Thesis (D.N. Sc.)--Catholic University of America. / Typescript. Bibliography: leaves 95-97.

Thesis (M Arch)--Montana State University--Bozeman, 2010. / Paging varies. Typescript. Chairperson, Graduate Committee: Zuzanna Karczewska. Includes bibliographical references (leaves 2-8).

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A Rehabilitation centre for children with cerebral palsy is the proposed project undertaken in this dissertation. This theme was chosen after the author had been involved with New Hope School in fundraising projects for the past 3 years. The author recognized the need of a dedicated rehabilitation facility for children with cerebral palsy as well as better accommodation for rehabilitation purposes. Spending time with cerebral palsied children, the need for basic education becomes evident. Over protectiveness from parents could prevent these children from sensory experiences, which can only be evolved through touching, smelling, seeing hearing and tasting. This early childhood experience of sensory development usually involves play. Play is the ultimate form of exploration for any child and when disabled, free play is usually non-associative with everyday activities. Without free play, children will have a handicap in natural development of social, mental, physical and sensory skills. Through harmless play, even a lion cub learns to become a hunter. The aim of this project would be to create a center where play would be used to rehabilitate children with cerebral palsy. New Hope School is situated in the Menlopark area, Pretoria. The proposed site for the rehabilitation centre would be consolidated to the north western corner of the existing school grounds and thus engaging this project as an addition to the existing New Hope School. The architecture used, should be of simplistic nature which merges the interiors of the building with nature. By achieving this, the children would get a basic form of sensory development while rehabilitating in the building. Copyright / Dissertation (MArch(Prof))--University of Pretoria, 2010. / Architecture / unrestricted

A number of studies have reported that many children with Autism Spectrum Condition (ASC) experience unusual responses to sensory stimuli, however it is argued that there is a lack of conceptual understanding regarding this phenomenon and an underdeveloped evidence base regarding appropriate support for these responses within an educational context. Despite this, practitioners from a range of professions are called upon to offer consultation, advice and intervention. Therefore, the present study sought to qualitatively explore the experiences of these professionals with regards to the sensory needs of children with ASC within an educational setting. An exploratory single-embedded case study design was adopted. Two Specialist Teachers, two Educational Psychologists (specialists in ASC) and two Occupational Therapists were recruited opportunistically and individual semi-structured interviews were conducted with each participant, resulting in six interviews. Each interview was audio recorded and transcribed verbatim. Interview data were analysed using thematic analysis and the findings presented as three thematic maps according to research question. Six organising themes were identified for Research Question 1: conceptualisations, assessment, defining unusual sensory responses, pragmatism, impact at school and professionals’ roles. Three organising themes arose from the data for Research Question 2: interventions, differences between special and mainstream, and efficacy. The data from the interviews yielded two organising themes for Research Question 3: barriers and facilitators. The study extends conceptual understanding by presenting a proposed Interactive Factors Framework (IFF) for unusual sensory responses in children with ASC. A number of recommendations for supporting children with ASC and unusual sensory responses within educational settings are also proposed. Implications for professionals supporting the sensory needs of children with ASC are discussed with reference to the pragmatic issues involved in translating a developing evidence base into practice.

A building which grows from a proposed artistic epicentre of the University of Pretoria becomes a sanctuary for all those concerned with the disciplines of art and architecture. By occupying the vacant site at the historical southern entrance of the university, the proposed centre for visual arts becomes a vehicle which allows the main campus to spill over its boundaries and fuse itself onto the existing separated South Campus. It is the aim of this dissertation to explore the ability of spaces inside this building typology to assist in inspiring and educating each of its occupants. The journey through the building becomes the narrator of spatial experiences whilst creating opportunities for artistic expression by providing facilities for the exhibition of art. By inspiring young minds with a symphony of experiences these spaces create the foundation for developing great artists. / Dissertation (MArch(Prof))--University of Pretoria, 2009. / Architecture / unrestricted

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Being knowledgeable about sensory processing disorders can help dental teams provide effective care and improve the oral health of this patient population.