Systemic support for learners with developmental language disorders in Zimbabwe and South Africa

Abstract

Objectives: This study aimed to examine systemic support strategies available to learners with DLD.Method: This was a multiple case study of Zimbabwe and South Africa. Purposive sampling was used to select participants. The study consisted of 56 participants: 5 teachers, 2 SLTs, a learning support therapist, an educational psychologist and 47 learners. A qualitative research approach was employed and data were collected using interviews, focus group discussions and classroom observations. The data were analysed thematically and categorised.Results: Support strategies employed by teachers include remedial lessons and promoting a culture of reading for leisure to enhance learners' vocabulary and narrative skills. The SLTs and the learning support therapist use speech-language programmes and assistive technologies. Limited IPC and the absence of SLTs in District Based Support Teams were some of the challenges identified. The results also indicate that SLTs receive referrals mostly from primary schools compared with secondary schools. Conclusion:Raising awareness of DLD in schools and communities is deemed essential. Inter-professional collaboration is recommended to support learners with DLD as it increases the exchange of ideas and mutual acknowledgement of expertise amongst professionals.

An Analysis of Intervention Programmes Available for Learners With Dyslexia in Mainstream Primary Schools

“…There were no specific instruments that guided the administration of this intervention programme from the Ministry of Primary and Secondary Education (MoPSE) but the Schools Psychological Services and Special Needs Education (SPS/SNE) department adopted other measures to ensure that this service was provided (Manyumwa, Manyumwa & Mutemeri, 2013). The records of remedial sessions and the workbooks of learners were used as evidence of programme implementation (Ndou, & Omidire, 2022). Mukoko and Mdlongwa (2014), on the other hand, explain a clinical remedial programme as a specialised instruction adjusted to the needs of a learner who does not perform satisfactorily with regular reading instruction.…”