Annamarie van Wyngaard
School Based Occupational Therapist, Republic of South AfricaPresentation Title:
Innovative intervention programme for learners with intellectual disability
Abstract
Background:
When working with Learners with Severe Intellectual Disability (LSID), teaching skills needs to be adapted to be effective. The Vona du Toit Model of Creative Ability (VdTMoCA) is a South African designed model that aims to improve participation and facilitate adaptive responses. It is founded on the principles of an individual’s internal motivation and level of action and motivation, to select specific intervention principles. The aim of the study was to develop and evaluate the impact of an intervention programme
for LSID based on the VdTMoCA to improve independence in an Instrumental Activity of Daily Living (IADL).
Method:
A multiple case study with literal replication design, including six subjects with Severe Intellectual Disability was used. Intervention consisted of one week baseline assessment and four intervention sessions. Levels of prompting and time taken to initiate each step were measured to identify change.
Results and Discussion:
This study provided evidence that a rigorously designed intervention programme, based on the VdTMoCA principles, rendered positive results. Activity analysis and adaptation of handling and presentation principles in each step, contributed to the positive changes.
Conclusion:
VdTMoCA principles can be applied effectively across Instrumental Activities of Daily Living, to contribute to the way in which we teach skills to LSID.
Biography
Annamarie is an Occupational Therapist based in South Africa, currently working at a school for learners with learning disabilities, including those with Intellectual Disability. She obtained her Master’s degree in Occupational Therapy from the University of Pretoria in 2021. Her clinical and research interests focus on improving functional independence and quality of life through meaningful, activity-based interventions. Annamarie applies rigorous activity analysis within a quantitative research framework to support evidence-based practice in school-based settings. She is passionate about empowering children to develop essential life skills that support inclusion, participation, and long-term contribution to society. Grounded in a strengths-based approach, Annamarie is committed to seeing potential where others may see limitation—promoting dignity, purpose, and hope for every learner.
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