Environmental modifications in grade two classrooms of learners with learning disabilities

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dc.contributor.authorSmith, Samantha Claire
dc.date.accessioned2014-03-28T09:18:43Z
dc.date.available2014-03-28T09:18:43Z
dc.date.issued2014-03-28
dc.description.abstractInclusive 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.en_ZA
dc.identifier.urihttp://hdl.handle.net10539/14388
dc.language.isoenen_ZA
dc.subjectoccupational therapy
dc.subjectlearning disabilities
dc.subjectenvironmental modifications
dc.subjectclassroom environment
dc.subjectLSEN schools
dc.titleEnvironmental modifications in grade two classrooms of learners with learning disabilitiesen_ZA
dc.typeThesisen_ZA
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