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This research explores use of the New Zealand Child and Youth Profile (NZCYP), an in-depth information gathering and assessment tool designed specifically for New Zealand educational contexts. The research centres on educational planning for children with Autism Spectrum Disorder (ASD) transitioning to school. Research shows that while it is essential to have successful educational transitions, particularly for children with additional needs, the processes involved in planning do not always meet best practice standards. This study takes a phenomenological approach to exploring participants’ perceptions regarding the efficacy of using the NZCYP in planning for children with ASD transitioning to school. This is answered by considering two key aspects: how stakeholders perceive the functionality of the NZCYP in planning for children with ASD transitioning to school, and how stakeholders perceive the impact that using the NZCYP has on planning for children with ASD transitioning to school. The stakeholders (parents and teachers) of two children with ASD approaching school age trialled the use of the NZCYP and were then interviewed individually. The findings of this research indicate that the majority of participants did find that the NZCYP helped to facilitate the planning for transition to school of a child with ASD. Participants noted both an improvement in their understanding of the child, and a higher standard of collaboration and communication between stakeholders. It is hoped this study will inform educational practitioners and parents about the suitability and benefits of using the NZCYP in educational planning, particularly for children with ASD.

Caring for children with intellectual disability often results in stressful experiences for caregivers, even leading to crises in some cases. The aim of the present study was to explore the lived experiences of teachers of intellectually disabled learners in three special schools in Capricorn District, Limpopo Province. The study sought to determine teachers’ understanding of intellectual disability, the challenges they face in working with such children, and the psychological strategies they use to deal with intellectually disabled learners. The study was qualitative in nature. The sample consisted of 9 participants (male=0; females=9) working with intellectually disabled learners in special schools who were selected through a non-probability purposive sampling technique. Data was collected through semi-structured interviews and analysed using the interpretive phenomenological analysis. An understanding of intellectual disability as denoting deficits in such learners’ brains, preventing their optimum functioning was common. The findings of the study show that the experience of teachers of children with intellectual disability was fairly positive. It was characterised by feelings of fulfilment and contentment. Nonetheless, challenges such as burn out, stigma and lack of parental and government support were also revealed in the study. Essentially, the study recommends workshops on effective coping strategies for the teachers, and public awareness campaigns in communities about intellectual disability, amongst others.

English: Attention-Deficit Hyperactivity Disorder (ADHD) is a heterogeneous disorder with multiple etiologies that impairs individual, family, scholastic and social functioning and is found in 3-5 % of school age children. The salient characteristics of children with ADHD is a persistent pattern of developmentally inappropriate inattention and/or hyperactivity, that was present before the age of seven years and appears in at least two different settings, for example at school and at home. In South Africa, where inclusive education is a reality, the consequences are that mainstream educators not only have to accommodate larger number of learners, but also more learners with specific learning barriers and needs. The principle aim of this study was therefore to determine if the psycho-developmental programme, "Challenging ADHD: a Guide for Educators", could make a difference in the knowledge and skills of educators in identifying and managing learners with ADHD. If there is a difference after receiving training in the implementation of the programme in the identification and management of children with ADHD, it could benefit the child's development as well. The study of existing literature on ADHD was intended to provide a general impression of the research that has already been done on this subject. Special attention was given to the linking of behavioural descriptions and cognitive functioning with neurological processes and cerebral areas and also to the influence of the primary symptoms of ADHD on social, cognitive and academic functioning. The treatment strategies mentioned in the literature -: and especially their educational aspects - were investigated in order to clarify the strategies that could be used for teaching. Early identification and treatment of symptoms of ADHD can have a positive effect on the course and outcome of this disorder. It was apparent from the literature that the development and the course of ADHD are determined by the interaction between, Afrikaans: Aandagtekort-hiperaktiwiteitsversteuring (ATHV) is 'n heterogene versteuring van veelvuldige etiologie wat individuele, gesins-, skolastiese en sosiale funksionering belemmer en by 3-5 % van skoolgaande kinders voorkom. Die uitstaande kenmerk van kinders met ATHY IS 'n volgehoue patroon van ontwikkelingsonvanpaste onoplettendheid en/of hiperaktiwiteit, wat reeds voor die ouderdom van sewe jaar teenwoordig was en in ten minste twee situasies voorkom, byvoorbeeld by die skool en by die huis. In Suid-Afrika, waar inklusiewe onderwys 'n realiteit is, is die gevolg dat hoofstroomopvoeders nie net 'n groter aantal leerders in hul klasse moet akkommodeer nie, maar ook meer leerders met spesifieke leerhindernisse en -behoeftes, Die hoofdoel van hierdie navorsingstudie was dus om vas te stelof 'n psigo-opleidingsprogram, "Uitdaging ATHV: 'n Gids vir Opvoeders", 'n verskil kan maak ten opsigte van die opvoeders se identifisering en hantering van leerders met ATHV. Indien daar wel 'n verskil na opleiding in die implementering van die program is, in terme van die identifisering en hantering van kinders met ATHV, kan dit die ontwikkeling van die kind bevorder. Die doel van die literatuurstudie was om 'n globale indruk van navorsing oor ATHY te verkry. Daar is veral verwys na die drie verskillende tipes ATHV, met die primêre en sekondêre gedragspatrone wat kan voorkom en die effek daarvan op die kind se funksionering. Ook is daar na die neurologiese prosesse en die rol wat die verskillende breinareas in die manifestering van ATHV speel, verwys. Behandelingsstrategieë, met besondere· klem op individuele-, gesins- en groepterapie, asook die opvoedkundige komponent, is uit die literatuur nagevors om duidelikheid oor opvoedkundige strategieë te verkry. Die behandelingsmetode waarmee tot dusver die meeste sukses behaal is, is 'n kombinasie van gedragsterapie en medikasie. Vroeë identifisering en behandeling van die simptome kan die verloop en prognose van ATHV gunstig beïnv

Trends to integrate students with disabilities into general education schools, rely on early childhood teachers utilising their knowledge and skills to provide successful induction into the education system, and fully including students with disabilities in the teaching program. This study describes early childhood teachers' knowledge of children with disabilities, and the teaching of these children, through teachers recounting their sources of knowledge and experiences in teaching children with disabilities. This study was conducted in the northern metropolitan teaching districts of Perth, Western Australia. Using both quantitative and qualitative methodology, 22 early childhood teachers completed a survey involving open-ended questions, followed by 5 teachers participating in taped in-depth interviews, disclosing their thoughts and lived experiences of teaching children with disabilities in general education settings. Data were analysed to identify shared teacher knowledge significant to the effective teaching and inclusion of children with disabilities. Findings indicated that early childhood teachers' knowledge of children with disabilities developed through the experience of teaching a child with disabilities and was relative to the particular children they had taught. Interview participants indicated that caring dispositions and knowledge of the individual, not the disability, was essential knowledge for teaching a child with disabilities. Being proactive and seeking support, as well as planning ahead, organizing time, adapting the learning environment and modifying existing teaching practices and expectations were considered to be critical elements of teaching a child with disabilities. Early childhood teachers also found that teaching a child with disabilities was a shared experience, where they were required to collaborate with various agencies and parents to ensure successful inclusion took place. The process of inclusion caused early childhood teachers to