Exploring classroom-based support strategies for Foundation Phase learners with Developmental Coordination Disorder

Abstract: Developmental coordination disorder (DCD), is a neurodevelopmental motor disorder impacting five to six percent of school-going children. The motor skills deficit, experienced by learners with DCD, impacts on academic productivity as well as activities of daily living, leisure and play activities. Within the South African inclusive education system, teachers are responsible for the identification of barriers to learning, such as DCD, as well as the implementation of classroom-based support strategies. However, research into specific classroom-based support strategies for Foundation Phase learners with DCD is sparse. Therefore, this study aims to consider the barriers, in all domains of functioning, that Foundation Phase learners with DCD may experience, as well as to explore specific support strategies that teachers can implement within a classroom setting, in order to better support learners with DCD during this phase. Set within an interpretivist paradigm and generic qualitative research design, an in-depth exploration of the research questions, ‘What challenges do learners with DCD face in Foundation Phase classroom settings?’ and ‘What classroom-based support strategies can be used in the Foundation Phase to assist learners with DCD?’ took place. Twelve participants, who have experience in working with learners with DCD participated in semi-structured interviews. The participants included occupational therapists, remedial teachers, physiotherapists, speech therapists and educational psychologists. The interviews were audio recorded for transcription purposes. The transcriptions were divided into meaning units before being coded and analysed into themes relating to the domains of functioning and in answer to the research questions. Through the data analysis four main themes emerged. The first theme incorporated general observations made by the participants which, although not specific to any domain of functioning, were relevant to the research questions and aim of the study. The second theme considered the physical domain with fine and gross motor challenges and classroom-based support strategies. The third theme took the social, emotional and behavioural domain into account. It focused on difficulties and support for self-understanding and self-esteem, challenges with social interaction and support for skills development and social interventions, as well as emotional and behavioural...M.Ed. (Educational Psychology