Hanteringsriglyn vir nieverbale leergestremdheid in die middelkinderjare: `n gestaltspelterapeutiese perspektief

Abstract

The research was directed at setting up guidelines for an interdisciplinary team which deals with children suffering from nonverbal learning disorder in middle childhood. The primary motive for the study was to, in general, further greater awareness of nonverbal learning disorder with parents and the relevant professions, but in particular, the interdisciplinary team which therapeutically handles children with nonverbal learning disorder. For the purpose of this study Thomas and Rothman's Intervention Research Model was applied. Information from relevant literature and semi-structured interviews with expertise in the area of learning disabilities was combined in order to set up guidelines for nonverbal learning disorder in middle childhood.The researcher concludes that thorough background knowledge of child development should be a precondition before nonverbal learning disorder could be identified and diagnosed. Because areas of development function interdependantly of each other, the developmental defecits of the nonverbal learning disorder child can only be treated effectively in a therapeutic way through an interdisciplinary team approach.