Environmental modifications in grade two classrooms of learners with learning disabilities
Date
2014-03-28
Authors
Smith, Samantha Claire
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
Inclusive education policies in South Africa aim to reduce the barriers to learning of learners with learning disabilities (LDs).(1) Occupational therapists play an important role in identifying these barriers and collaborating with the educators to implement environmental modifications (EMs) in the classroom to enhance the academic performance of learners. This study aims to explore the use of as well as the effectiveness of EMs in grade two classrooms of learners with special education needs (LSEN) schools in the greater Johannesburg area. Eight semi structured interviews were conducted. The qualitative data was analysed using priori categories based on a framework provided by Mulligan(2). A wide variety of EMs were identified by the participants, indicating the effectiveness of the modifications used. In conclusion the EMs were more concisely divided into three categories, namely behavioural modifications, physical modifications and modifications to the delivery of the curriculum, demonstrating a diverse interrelationships between the categories. Keywords: Occupational therapy, learning disabilities, environmental modifications, classroom environment, LSEN schools.
Description
Keywords
occupational therapy, learning disabilities, environmental modifications, classroom environment, LSEN schools