Recognising developmental coordination disorder in Foundation Phase classrooms

South African Journal of Childhood Education

Field Value
Title Recognising developmental coordination disorder in Foundation Phase classrooms
Creator Winson, Nicola L. Fourie, Jean V.
Subject Inclusive Education; Special Needs Education; Early Childhood Education developmental coordination disorder; dyspraxia; Foundation Phase; neurodevelopmental disorder; qualitative research
Description Background: Developmental coordination disorder (DCD) is a neurodevelopmental motor disorder affecting 5% to 6% of children globally. The motor skills deficit associated with DCD is characterised by its impact on academic productivity, activities of daily living and play. Although the Department of Education’s (2014) policy on screening, identification, assessment and support (SIAS) calls for teachers to be the first line of identification of learning barriers, teachers are often unaware of the characteristics of DCD and have difficulty in recognising the condition.Aim: This study explored the recognisable characteristics of DCD, which Foundation Phase learners may display, to assist teachers in effectively recognising this potential learning barrier.Setting: Occupational-, speech- and physiotherapists, remedial teachers and educational psychologists working with Foundation Phase learners in Johannesburg, South Africa, participated in the study.Methods: Within a generic qualitative design, semistructured interviews were conducted. The interviews were audio-recorded, transcribed and the content coded into meaningful units to derive themes relating to the study’s aim.Results: Developmental coordination disorder has multidomain and cascading characteristics. Learners present with fine and gross motor challenges, difficulties with social interaction, frustration and associated aggression, and task avoidance. Challenges regarding planning, sequencing, organisation, slow task completion and difficulties with academic skills may be observed.Conclusion: Developmental coordination disorder is recognisable in Foundation Phase classrooms, provided that teachers carefully observe learners’ behaviour. Early recognition of symptoms may lead to accurate diagnosis, increased understanding and the provision of appropriate supportive interventions.
Publisher AOSIS
Contributor A joint funding between the Department of Higher Education and Training and the European Union
Date 2020-12-21
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — qualitative, interviews
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/sajce.v10i1.838
Source South African Journal of Childhood Education; Vol 10, No 1 (2020); 9 pages 2223-7682 2223-7674
Language eng
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Coverage South Africa present day Educator therapists
Rights Copyright (c) 2020 Nicola L. Winson, Jean V. Fourie