Dissertation (Masters in Education (Education and Social Sciences))--Cape Peninsula University of Technology, 2009 / The purpose of this study was to explore the impact that sensory processing had on the
learning and development of two Grade R learners that experience Asperger's Syndrome.
The present study is grounded in theories originating from the works of Piaget (1973 &
1978), Vygotsky (1978 & 1993), Feuerstein (1980 & 1991) and Erikson (1950). The
informal, flexible education experienced in Grade R classes reflects both the OBE
curriculum and inclusive education systems found in South Africa. The main medium of
learning is through sensory experiences, therefore it was necessary to research how two
AS learners would learn and develop and explore their world through their senses.
This research approach was purely qualitative. Multi-methods of data collection,
particularly interviews and observations were used. The sample size was two independent
case studies, using learners aged between five and seven, who had been clinically
diagnosed with Asperger's Syndrome (AS). The two AS learners both attended
mainstream Grade R classes and both had facilitators.
The findings of the study answer the key research question: “What is the impact of sensory
processing difficulties on the learning and development of two learners experiencing
Asperger's Syndrome in Grade R?” The results confirmed the impact sensory processing
had on the learning and development of learners experiencing AS. The learners had
difficulty learning new skills and concepts. Although they were both bright learners, they
were perceived as underachievers. Identifying these sensory difficulties and creating
awareness among educators, can have a positive impact on these learners' adaptability in
a mainstream school environment.
This study recommends that early intervention with AS learners is vital for their future
learning and development. The interpretation of body language and social skills of normal
learners needs to be taught to learners with AS so they can begin to socialise with other
learners positively. Ebersöhn & Eloff (2006) suggest that knowledge of asset-based good
practices should be shared with educators and caregivers, so that they can focus on the
AS learners' strengths and positive character traits. The multi-disciplinary team need to
work together to offer support to these learners assisting them to develop to their full
potential
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:cput/oai:localhost:20.500.11838/1938 |
| Date | January 2009 |
| Creators | de Jager, Petronella Susanna |
| Publisher | Cape Peninsula University of Technology |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Rights | http://creativecommons.org/licenses/by-nc-sa/3.0/za/ |
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