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Screening practices used by school-based occupational therapists to determine eligibility for special schools
Thesis (MOccTher)--Stellenbosch University, 2021.
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| Format: | Thesis |
| Language: | English |
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Stellenbosch : Stellenbosch University
2022
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| _version_ | 1867613991371538432 |
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| access_status_str | Open Access |
| author | Van Greunen, Inga |
| author2 | Williams, Elvin |
| author_browse | Van Greunen, Inga Williams, Elvin |
| author_facet | Williams, Elvin Van Greunen, Inga |
| author_sort | Van Greunen, Inga |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MOccTher)--Stellenbosch University, 2021. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/126275 |
| institution | Stellenbosch University (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:44:55.985Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/126275 Screening practices used by school-based occupational therapists to determine eligibility for special schools Van Greunen, Inga Williams, Elvin Cloete, Lizahn Stellenbosch University. Faculty of Medicine and Health Sciences. Dept. of Health & Rehabilitation Science. Division of Occupational Therapy. Occupational therapy -- Methods Occupational therapy for children Educational tests and measurements Eligibility determinations (Means tests) -- Education Children with disabilities -- Education UCTD Thesis (MOccTher)--Stellenbosch University, 2021. ENGLISH SUMMARY: Literature showed that there are concerning statistics and a high rate of children with disabilities not attending school. This led the researcher to start questioning how eligibility to special schools are determined, specifically for learners with severe to profound intellectual disability (LSPID). Based on the researcher's experience as an occupational therapist working with LSPID, the question was raised about the choice of screening practices used by school-based occupational therapists to determine the eligibility of learners for possible admission to special schools. The researcher also questioned the range and consistency of screening practices used in special schools for LSPID to determine eligibility across the Free State Province and the alignment of these assessment practices to the Screening, Identification, Assessment and Support Policy. This is a relevant question as little is known about the different screening practices used within special schools to determine eligibility. An explorative, descriptive research study was conducted to gain information regarding different screening practices used by occupational therapists working in the field of inclusive education to determine eligibility for admission to special schools for LSPID. Purposive sampling was used to select occupational therapists with experience in working with LSPID. Eight semi-structured interviews were held with the participants to gain information regarding the screening practices they implement within their practice settings. The interviews were recorded and transcribed verbatim. Thematic analysis was done to analyse the data and from the analysis, four main themes emerged, namely "Who holds the key to the doors of learning?", "Getting to the doors of learning", "Entering the doors of learning", and "What else matters?". The themes describe the different assessment practices employed by the occupational therapists working within the district-based support team (DBST) and the school-based occupational therapists and provides significant insights into who makes decisions regarding eligibility and the referral processes followed. Significantly, the findings indicated that current school-based occupational therapists are fulfilling multiple roles within the school system. The findings show that most of the screening components that are recommended by literature are currently included in the screening practices within the Free State Province. A concern that was identified includes that the current medium of screening may cause a barrier for LSPID to access inclusive education, as it is not always done in the first or home language of the learners. Furthermore, the importance of including the context of the learner into the screening process is of high importance and must be part of all screening practices done by occupational therapists. AFRIKAANSE OPSOMMING: Literatuur het kommerwekkende statistieke getoon en 'n hoe aantal kinders met gestremdhede wat nie skool bywoon nie. Dit het daartoe gelei dat die navorser begin bevraagteken het hoe geskiktheid vir spesiale skole bepaal word, spesifiek vir leerders met ernstige intellektuele gestremdheid (LSPID). Op grond van die navorser se ervaring as 'n arbeidsterapeut wat met LSPID werk, is 'n vraag geopper oor die keuse van assesseringspraktyke wat deur skoolgebaseerde arbeidsterapeute gebruik word om die geskiktheid van leerders vir moontlike toelating tot spesiale skole te bepaal. Die navorser het ook die omvang en konsekwentheid van assesseringspraktyke wat in spesiale skole vir LSPID gebruik word, bevraagteken om geskiktheid regoor die Vrystaatprovinsie asook die belyning van hierdie assesseringspraktyke aan die "Screening, Identification, Assessement ans Support"-beleid te bepaal. Dit is 'n relevante vraag aangesien min bekend is oor die verskillende assesseringspraktyke wat by spesiale skole gebruik word om geskiktheid te bepaal. 'N Verkennende, beskrywende navorsingstudie is gedoen om inligting te verkry oor verskillende assesseringspraktyke wat gebruik word deur arbeidsterapeute wat in inklusiewe onderwys werk om geskiktheid vir toelating tot spesiale skole vir LSPID te bepaal. Doelgerigte steekproefneming is gebruik om arbeidsterapeute te kies met ervaring in die veld van LSPID. Agt semi-gestruktureerde onderhoude is met die deelnemers gevoer om inligting te bekom oor die assessringspraktyke wat hulle binne hul praktykinstellings implementeer. Die onderhoude is opgeneem en woordeliks getranskribeer. Tematiese analise is gedoen om die data te analiseer en uit die analise het vier hooftemas na vore gekom, naamlik "Wie hou die sleutel tot die deure van leer?", "Om by die deure van leer te kom", "Betree die deure van leer", en "Wat anders maak saak?". Die temas beskryf die verskillende assesseringspraktyke in diens van die arbeidsterapeute wat binne die distriksgebaseerde ondersteuningspan (DBST) en die skoolgebaseerde arbeidsterapeute werk en bied beduidende insigte oor wie besluite neem oor geskiktheid en die verwysingsprosesse wat gevolg word. Beduidend, toon die bevnindige dat huidige arbeidsterapeute op skoolterreine verskeie rolle binne die skoolstelsel vervul. Die bevindinge toon dat die meerderheid van die assesseringskomponente wat deur literatuur aanbeveel word, tans by die assesseringspraktyke in die Vrystaat ingesluit word. 'n Bekommernis wat geidentifiseer is, sluit in dat die huidige taal van assessering 'n hindernis vir LSPID kan veroorsaak om toegang tot inklusiewe onderwys te verkry, aangesien dit nie altyd in die eerste of huistaal van die leerders gedoen word nie. Verder is die belangrikheid daarvan om die konteks van die leerder by die asseseringsproses in te sluit van groot belang en moet dit deel wees van alle assesseringspraktyke wat deur arbeidsterapeute gedoen word. Masters 2022-09-28T17:42:35Z 2023-01-23T06:49:56Z 2022-09-28T17:42:35Z 2021-12-28 Thesis http://hdl.handle.net/10019.1/126275 en Stellenbosch University 79 pages : illustrations, includes annexures application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Occupational therapy -- Methods Occupational therapy for children Educational tests and measurements Eligibility determinations (Means tests) -- Education Children with disabilities -- Education UCTD Van Greunen, Inga Screening practices used by school-based occupational therapists to determine eligibility for special schools |
| title | Screening practices used by school-based occupational therapists to determine eligibility for special schools |
| title_full | Screening practices used by school-based occupational therapists to determine eligibility for special schools |
| title_fullStr | Screening practices used by school-based occupational therapists to determine eligibility for special schools |
| title_full_unstemmed | Screening practices used by school-based occupational therapists to determine eligibility for special schools |
| title_short | Screening practices used by school-based occupational therapists to determine eligibility for special schools |
| title_sort | screening practices used by school based occupational therapists to determine eligibility for special schools |
| topic | Occupational therapy -- Methods Occupational therapy for children Educational tests and measurements Eligibility determinations (Means tests) -- Education Children with disabilities -- Education UCTD |
| url | http://hdl.handle.net/10019.1/126275 |
| work_keys_str_mv | AT vangreuneninga screeningpracticesusedbyschoolbasedoccupationaltherapiststodetermineeligibilityforspecialschools |