Meeting learning needs through Feuerstein’s cognitive intervention programme

2019 ◽  
pp. 132-143
Author(s):  
Dorothy R. Howie
Keyword(s):  
Cognitive Intervention ◽  
Learning Needs ◽  
Intervention Programme

scholarly journals The use of adapted teaching strategies in literacy by grade three educators in the northern KwaZulu-Natal region

2021 ◽  
Author(s):  
◽  
Veena Loopoo
Keyword(s):  
Learning Styles ◽  
Teaching Strategies ◽  
Mixed Methods Research ◽  
Learning Needs ◽  
Structured Interviews ◽  
Intervention Programme ◽  
Diverse Classrooms ◽  
Adequate Knowledge ◽  
Kwazulu Natal ◽  
Grade 3

The literacy levels in South African schools are alarmingly low. Educators are challenged in diverse classrooms with multicultural and multilingual learners as they are faced with the problems that these learners are experiencing in literacy. Educators therefore need to be able to adapt their teaching strategies to suit the needs of their learners to address learners’ different learning needs and styles. This study investigated the use of adapted teaching strategies used by grade 3 educators in literacy in selected schools in northern KwaZulu-Natal. A mixed methods research design was used which included the use of a questionnaire and semi-structured interviews to gather data. The findings which were linked to the literature review revealed that educators lacked adequate knowledge and skills to adapt their teaching strategies as they have not been adequately trained to teach literacy within multilingual contexts. Although some educators were using adapted teaching strategies they were not using them effectively in their multilingual classrooms while some educators did not have a wellstructured intervention programme at school to deal with learners who were experiencing problems with literacy. Inexperienced educators also had problems identifying learning styles and adapting their teaching strategies. This study found that teachers require continual professional development to enable them to effectively adapt their teaching strategies to suit individual learning needs and styles.

Education for grandparents in longevity societies

2018 ◽  
Vol 24 (2) ◽  
pp. 208-228 ◽  
Author(s):  
Robert D Strom ◽  
Paris S Strom
Keyword(s):  
Public Schools ◽  
Support Groups ◽  
Assisted Living ◽  
Social Transformation ◽  
Early Adulthood ◽  
Research Report ◽  
Learning Needs ◽  
Religious Institutions ◽  
Intervention Programme ◽  
Indigenous Leadership

What should grandparents be expected to learn in longevity societies experiencing rapid social transformation? Grounded theory was initially applied to identify assumptions, goals and curriculum. The Grandparent Strengths and Needs Inventory was developed to record the observations of grandparent attitudes and behaviours as seen by grandparents, parents and grandchildren. This research report describes (a) an educational intervention programme that confirmed grandparents are able to improve relationships with family members, (b) protocols for application by support groups of grandparents raising their grandchildren, (c) a model for education of assisted living residents with reliance on indigenous leadership, and (d) methods to determine strengths and learning needs grandparents in particular cultures have in common. Grandparent courses have been offered in public schools, universities, libraries, senior centres, and religious institutions and emphasize (a) conversation agenda for grandparents to explore with individual grandchildren and their parents, (b) awareness of the challenges parents encounter and ways to help them attain their goals, and (c) learning about grandchild experiences from infancy through early adulthood.

Efficacy of an executive function intervention programme in MS: a placebo-controlled and pseudo-randomized trial

2010 ◽  
Vol 16 (9) ◽  
pp. 1148-1151 ◽  
Author(s):  
Frauke Fink ◽  
Eva Rischkau ◽  
Martina Butt ◽  
Jan Klein ◽  
Paul Eling ◽  
...  
Keyword(s):  
Executive Functioning ◽  
Brain Atrophy ◽  
Verbal Learning ◽  
Intervention Group ◽  
Cognitive Intervention ◽  
Intervention Programme ◽  
Brain Parenchymal Fraction ◽  
Executive Deficits ◽  
Brain Parenchymal ◽  
Multiple Sclerosis Patients

We evaluated a rehabilitation programme for executive deficits in multiple sclerosis patients by comparing outcome scores of a cognitive intervention group (CIG; n = 11) with those of a placebo group ( n = 14) and an untreated group ( n = 15). Executive functioning and verbal learning improved significantly more in the CIG. The treatment effect on verbal learning was still present at 1-year follow-up. Baseline brain atrophy, quantified by the brain parenchymal fraction, was associated with treatment effects for one aspect of executive functioning. Consequently, cognitive intervention may be beneficial and baseline brain atrophy has some predictive value in determining treatment outcome for executive functioning.

Employment programmes for schizophrenia and other severe mental illness in psychosocial rehabilitation: a systematic review

2021 ◽  
pp. 030802262098068
Author(s):  
Muhammad Zairul Rezal Zainol Abidin ◽  
Farahiyah Wan Yunus ◽  
Hanif Farhan Mohd Rasdi ◽  
Masne Kadar
Keyword(s):  
Mental Illness ◽  
Severe Mental Illness ◽  
Supported Employment ◽  
Web Of Science ◽  
Psychosocial Rehabilitation ◽  
Cognitive Intervention ◽  
Intervention Programme ◽  
Vocational Outcomes ◽  
People With Mental Illness ◽  
Vocational Outcome

Introduction Employment programmes for people with mental illness vary widely in range, but nonetheless all share the same objectives of restoring or initiating vocational roles to promote recovery in psychosocial rehabilitation. The current interventions available usually focus on the specific vocational outcomes of the intervention rather than focusing holistically on the client’s needs. Method This review aimed to examine the effectiveness of intervention programmes and determine the best intervention for schizophrenia and other severe mental illness, considering both vocational and non-vocational outcomes. Searching five databases – CINAHL, Medline via Ovid, Scopus, OT Seeker and Web of Science – a total of 3108 studies was identified; 24 met the selection criteria and were reviewed. Interventions were categorised into five major programmes of supported employment, integrated supported employment, vocational rehabilitation, cognitive intervention and virtual reality-based vocational training. Results Integrated supported employment was found to be the most effective approach for a vocational outcome. However, evidence concerning non-vocational outcomes of employment programmes and the use of cognitive training remains unclear. Conclusion Clinicians are advised to consider the needs and preferences of the client before selecting the best intervention programme. More research is needed to determine the applicability and the efficacy of intervention programmes.

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