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Background: Physical, financial, social and emotional demands placed on caregivers caring for their children with severe intellectual disabilities (CWSID) could lead to high levels of burden. Aim: This study aimed to evaluate the potential level of burden experienced by South African caregivers and aimed to identify possible contributing risk factors for increased levels of caregiver burden. Setting: Online and community parent support groups. Methods: This quantitative survey design study utilised data from 218 South African caregivers of CWSID. Both descriptive and inferential statistics were used for analysis. Family is the main support for 67% of participants. Results: Moderate to severe levels of caregiver burden were reported. No definite links between potentially contributing demographic risk factors and the overall level of caregiver burden were found. Caregivers of CWSID need to receive the required support from an early stage in the child's diagnosis to decrease potential caregiver burden and improve quality of life (QoL). Conclusion: Implications on intervention and prevention practices could inform the creation and implementation of a protocol to avert increased caregiver burden. Future research could be conducted to determine the implications of intervention towards CWSID and their family to decrease caregiver burden. Contribution: The study provided insight into the burden experienced by caregivers of CWSID. This is in line with the journal as it further proves how vulnerable CWSID are and the support they should be receiving from professionals.

Background: Despite extensive research on the specific learning disorder (developmental dyslexia) -- SLD (DD), many fallacies still cause confusion amongst professionals worldwide. These myths involve the characteristics, diagnoses and treatment of SLD (DD) and should be eradicated. Aim: The authors aimed to determine the knowledge, needs and perspectives of South African professionals working with children with SLD (DD). Setting: A mixed-methods research design was implemented. Methods: A survey study was carried out and a sample of 108 respondents was obtained. The respondents include speech-language therapists (SLTs), occupational therapists (OTs) and psychologists. Results: Speech-language therapists and psychologists displayed better knowledge about the facts of SLD (DD), compared to OTs. Their knowledge levels were, however, not significantly affected by existing misconceptions surrounding the condition. The fallacy that SLD (DD) is caused by a visual impairment is still believed. An investigation into the professionals' perspectives regarding the identification of SLD (DD) suggested that South African psychologists were the most confident of their ability to identify characteristics. Nonetheless, all professionals reported not being convinced of their ability to provide a differential diagnosis of the disorder. Statements regarding management highlighted the uncertainties about the importance of addressing phonological awareness skills in treatment. Additional training needs were also identified as SLTs, OTs and psychologists generally feel unprepared to assess and treat SLD (DD). Conclusion: The differences identified amongst professional groups were related to the knowledge of the facts and characteristics of SLD (DD) and the ability to identify and manage the condition. Additional training needs should be addressed. Contribution: The authors would like to acknowledge and thank the NRF for partially funding the publication of this article.

Background: Literacy achievement of learners is a concern in many developing countries, particularly for English second language (EL2) learners with inadequate language development. It is important to investigate foundational phonological awareness (PA), as well as speech perception skills to guide the development of effective intervention for EL2 learners to facilitate optimal literacy acquisition. Objectives: The study aimed to describe the PA and speech perception in noise skills of South African Grade 1, EL2 participants, learning in an English first language (EL1) context, to inform evidence-based support during literacy acquisition for EL2 learners. Method: A cross-sectional, descriptive design was employed. Twenty-five EL1 participants provided normative results for the Phonological Awareness Test -- 2 and "South African English Digits-in-Noise Test," enabling between-group comparisons with 25 matched EL2 participants for quantitative data analysis. Demographic and background information was obtained using parental questionnaires. Results: The EL2 learners presented with PA skills below those of EL1 learners in all subtests. Though the speech perception in noise skills of EL2 learners were within the normative range for their age, their skills are also lower in comparison to EL1 learners. Conclusion: The findings support the inclusion of explicit PA instruction for rhyming, segmentation, isolation, deletion, substitution, and blending for EL2 literacy acquisition. Developing speech perception in noise skills is necessary to facilitate PA and phonemegrapheme knowledge. This can enable decoding for early EL2 literacy acquisition.

Children with autistic disorder (AD) display atypical eye contact and struggle with the social imitation of eye contact. Impaired social imitation may be indicative of disruptions in motor learning processes. The application of specific motor learning principles, such as external feedback, may suggest which variables will result in positive change in eye contact. The study aimed to determine the effects of knowledge of performance (KP) and knowledge of results (KR) as types of feedback on the frequency and duration of elicited and spontaneous eye contact in children with AD. A two-phase multiple-probe, multi-treatment (cross-over), single-participant design with a withdrawal component was used. Mixed treatment effects were obtained. Overall effects suggest that KR results in the greatest positive change over a short period of time regarding frequency and duration for both elicited and spontaneous eye contact. This type of feedback seems to be the most effective for spontaneous eye contact. The provision of KP, after elicited and spontaneous eye contact, produced positive effects for duration only. The current Phase 1 evidence suggests that KR (which is goal-directed with fewer additional instructions) may be more beneficial to children with AD. These findings are in accordance with the limb motor learning literature and may therefore support preliminary evidence for disrupted motor learning during eye contact imitation in children with AD.

This study investigates South African teachers' attitudes in schools for learners with special educational needs specifically learners with severe intellectual disability (SID) using a quantitative and descriptive online survey. The questionnaire includes the Modified Teachers' Attitudes Scale. The theory of planned behaviour is used as an explanatory model to explore why teachers may have difficulty with their role in supporting the educational needs of learners with SID. Purposive sampling was employed to recruit teachers which are on Facebook support groups. The results based on the feedback from 221 teachers, reveal that teachers possess negative attitudes regarding the communication, socialisation, and future outcomes of learners with SID. Teachers revealed positive attitudes towards inclusion and their capabilities when teaching learners with SID. A neutral attitude was obtained towards these learners' participation needs. The article concludes with the importance of teacher education on the nature and manifestations of the disorder to provide realistic expectations within the classroom. An additional recommendation is made addressing the management of schools requesting to fortify the use of inclusive practice and place value on input from teachers. [ABSTRACT FROM AUTHOR]

Purpose: The primary purpose of this study was to investigate the impact of an auditory perceptual training programme on children within a traditional articulation therapy framework. As part of this larger purpose, this study identified perceptual vowel outcomes for English Additional Language (EAL) learners, as well as a preliminary impact on these learners' articulation of English vowels, their receptive and expressive language abilities and their reading and spelling abilities. Method: Fourteen six- to seven-year-old EAL learners were randomly assigned to two conditions. Both the control and treatment groups were initially assessed with a repeated baseline assessment, and again after treatment eight months later. Auditory perceptual skills, specifically word discrimination (including vowel and consonant discrimination), phonological segmentation and blending, number memory and sentence memory, were measured by means of the Test of Auditory-Perceptual Skills Third Edition (TAPS-3). Children's growth in receptive language was also assessed using measures derived from the Test for Auditory Comprehension of Language Third Edition (TACL-3). The number of vowel production errors on the Goldman-Fristoe Test for Articulation was measured before and after treatment. The control group received no treatment; the treatment group received auditory perceptual training (grapheme-phoneme coupling and vowel discrimination) which included production training and written exercises (phoneme-grapheme coupling). Results: The framework of teaching English vowels through traditional auditory perceptual and production training proved useful for phonological awareness of vowels, literacy teaching and articulation by the EAL learners. Conclusions: Results concluded that improved academic outcomes should be possible if the teaching of English vowels to EAL learners by EFL speech-language therapists is implemented. Improved auditory perception, articulator production and general language abilities culminate in improved academic outcomes. [ABSTRACT FROM AUTHOR]