1 25 1 https://ir.zou.ac.zw/files/original/58a112f8fd3500979c83e0cfeff3b586.pdf 8dbff6a30de277f6a98e69476174e82d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource N ASSESSMENT OF NEUROPSYCHOLOGICAL DEVELOPMENT FOLLOWING BIRTH TRAUMA AND ITS DIDACTIC IMPLICATIONS: A CASE STUDY OF PRIMARY SCHOOL CHILDREN IN BULAWAYO AND MATABELELAND REGIONS. Creator An entity primarily responsible for making the resource NTOMBIYENDABA MUCHUCHUTI Description An account of the resource This qualitative case study involved an assessment of neuropsychological development following birth trauma and its didactic implications. The aim was to evaluate how brain injuries occurring before, during and after birth affect the children’s mental ability. In the study, 20 purposively selected children born at Mpilo Central Hospital, United Bulawayo Hospitals, Gwanda Provincial and Tsholotsho District Hospital Maternity centres were used as the research participants. Their parents, the school heads, class teachers, the school psychologists, the nurses and doctors were used as information sources for the required data. Document analysis of medical and school records and Standardised non-verbal tests triangulated the data sources. Major findings were that: Children with Traumatic Birth Injuries (TBI) were among learners in mainstream schools and some of them were not benefiting from the teaching methodologies and curricula in schools. The children had challenges in cognitive and behavioural domains which manifested in memory, mastery, poor performance in Mathematics and English and they had behavioural problems. Most of them set in the bottom 10 of the class. Most teachers had problems with teaching children with TBI. The study made the following recommendations: revision of policies and statutory instruments governing medical practise; resuscitation of maternal health systems in the country; mainstreaming inclusion in teacher-education; improvement of teaching and learning conditions; and observing reasonable teacher-pupil ratio. Collaboration of multi-sectoral alliances in the education of children with TBI is encouraged if the traumatised children are to benefit from time in school. Further research should focus on collaborative research in mental health and effective schooling of children with TB Publisher An entity responsible for making the resource available ZIMBABWE OPEN UNIVERSITY Date A point or period of time associated with an event in the lifecycle of the resource 2013 birth trauma neuropsychological development primary schoo l children