The purpose of this study was to identify the assets of a pre-school learner with cerebral palsy. The asset-based approach was used as a theoretical framework. The assets extended beyond the individual
assets and encompassed the wider community assets as well. The research had as a fundamental premise the acceptance that each individual and community possesses assets, which are useful on numerous levels. The 40 Developmental Assets, as conceptualised by the “Search Institute
of Minneapolis” (Roehlkepartain & Leffert 2000), served as key elements for the cartographic listing of assets. The identification of the assets was done transdisciplinary and an instrumental
case study was used to identify assets in a multi-methodical way. The results of the study indicate that, at the commencement of the research process, the learner exhibited limited developmental assets (27,5%). Assets amounting to 82,5% were manifested at the conclusion of the research process. Therefore, 55,5% new assets had been identified and mobilised. This enabled the learner to make an extended contribution to the community, as well as widen her own learning experiences. Once the processes of identification and mobilising had been concluded, it became apparent from the results that the parents too were empowered by the asset identification process and
that they were contributing positively in the community as a result of the process.