The evaluation of an intervention programme for reception learners who experience barriers to learning and development
SOUTH AFRICAN JOURNAL OF EDUCATION
University of Johannesburg
It is believed that learners who experience barriers to learning and development are at risk for formal education and that stimulation can offset these barriers, ensuring that learners are able to actualise their potential. An intervention programme was designed with the aim of improving abilities in learners who had not yet attained the learning outcomes in the areas of fine-motor and/or language development. Although many research studies support educational intervention, to date insufficient attention has been paid to researching programmes of this kind. This programme of intervention was effective in improving the Eye and Hand Co-ordination and Personal-Social subscales of the Griffiths Scales and the Draw-a-Person test scores of all the learners who experienced barriers in their fine-motor and/or language development. In male learners, improved scores on the Eye and Hand Co-ordination and Hearing and Speech subscales of the Griffiths Scales and the Draw-a-Person test were shown. The female learners improved on the Eye and Hand Co-ordination subscale of the Griffiths Scales and the Draw-a-Person test.