Labels are still used by professionals to describe differences and abnormalities in behaviour and academic skills. The label `learning disability' has advantages and disadvantages in terms of the different ways it is interpreted and experienced by society, teachers, parents and the child himself. The mother, as an important person in the child's life, has perceptions and experiences of the concept that she communicates to others. The perception and meaning that the mother attaches to the label impacts on her thoughts, words and behaviour and on the child himself. The aim of the study was to investigate the mother's perception, experience and handling of her child's label of learning disability. The research took the form of a qualitative analysis where data was collected using interviews. From the empirical study it would seem that the mother's interpretation, experience and involvement in the labeling of learning disability has an influence on the learner's perception of his learning disability and whether he internalized the label and behaves accordingly. Mothers need to be given enough information so as to develop realistic perceptions about learning disability to equip their children with the necessary skills to overcome their learning problems and so fulfil their places in society. / Educational Studies / M.Ed.(Guidance & Counselling)

Labels are still used by professionals to describe differences and abnormalities in behaviour and academic skills. The label `learning disability' has advantages and disadvantages in terms of the different ways it is interpreted and experienced by society, teachers, parents and the child himself. The mother, as an important person in the child's life, has perceptions and experiences of the concept that she communicates to others. The perception and meaning that the mother attaches to the label impacts on her thoughts, words and behaviour and on the child himself. The aim of the study was to investigate the mother's perception, experience and handling of her child's label of learning disability. The research took the form of a qualitative analysis where data was collected using interviews. From the empirical study it would seem that the mother's interpretation, experience and involvement in the labeling of learning disability has an influence on the learner's perception of his learning disability and whether he internalized the label and behaves accordingly. Mothers need to be given enough information so as to develop realistic perceptions about learning disability to equip their children with the necessary skills to overcome their learning problems and so fulfil their places in society. / Educational Studies / M.Ed.(Guidance & Counselling)

Summaries in English and Afrikaans / Practical research has shown that children with learning disabilities often experience psychosocial problems. These problems not only have an influence on the parent-child relationship, but also impact negatively on the psychological development of the child. The objective of this study is to explore these psychosocial problems by investigating the personal experiences of the learning disabled child within his immediate family. The literature study on learning disabilities shows that it is a complex condition that not only manifests in learning problems, but which can also adversely affect the child in totality. The Relation theory, an educational psychological perspective, functions as a theoretical framework for exploration, and is discussed with reference to psychosocial problems of the learning disabled child. In the empirical study, the researcher has primarily employed projection techniques to investigate the child's experiences of himself and his relationships with family members, from his internal frame of reference. From these findings, recommendations are proposed for psychotherapy. / Uit die praktyk blyk dit dat leergestremdheid by kinders dikwels met psigososiale probleme gepaard gaan. Nie alleen beinvloed hlerdie problema die ouer~kindverhouding nie, maar dit het ook 'n negatiewe invloed op die psigiese ontwikkeling van die kind. Die doel van die studie is om die persoonlike belewenisse van die leergestremde kind binne die gesin te verken. Die meratuurstudie wat oor die verskynsel van leergestremdheid gedoen is, het getoon dat dit 'n kompleksa toestand is wat nie aileen met leerprobleme gepaard gaan nie, maar ook die kind in sy totallteit nadelig bei'nvloed. Die Relasieteorie, 'n opvoedkundig-sielkundige perspektief, wat as teoretiese raamwerk vir verkenning dien, is bespreek en waar toepaslik is na die psigososiale problema van die leergestremde kind verwys. In die empiriese ondersoek is hoofsaaklik van projeksietegnieke gebruik gemaak om vanuit die leergestremde kind se interne verwysingsraamwerk sy persepsies en belewenisse ten opsigte van homself en sy verhoud!ngs in die gesin te verken. Na aanleiding hiervan is aanbevelings vir terapeutiese hulpverlening gemaak. / Educational Studies / M. Ed. (Specialisation in Guidance and Counseling)

Summaries in English and Afrikaans / Practical research has shown that children with learning disabilities often experience psychosocial problems. These problems not only have an influence on the parent-child relationship, but also impact negatively on the psychological development of the child. The objective of this study is to explore these psychosocial problems by investigating the personal experiences of the learning disabled child within his immediate family. The literature study on learning disabilities shows that it is a complex condition that not only manifests in learning problems, but which can also adversely affect the child in totality. The Relation theory, an educational psychological perspective, functions as a theoretical framework for exploration, and is discussed with reference to psychosocial problems of the learning disabled child. In the empirical study, the researcher has primarily employed projection techniques to investigate the child's experiences of himself and his relationships with family members, from his internal frame of reference. From these findings, recommendations are proposed for psychotherapy. / Uit die praktyk blyk dit dat leergestremdheid by kinders dikwels met psigososiale probleme gepaard gaan. Nie alleen beinvloed hlerdie problema die ouer~kindverhouding nie, maar dit het ook 'n negatiewe invloed op die psigiese ontwikkeling van die kind. Die doel van die studie is om die persoonlike belewenisse van die leergestremde kind binne die gesin te verken. Die meratuurstudie wat oor die verskynsel van leergestremdheid gedoen is, het getoon dat dit 'n kompleksa toestand is wat nie aileen met leerprobleme gepaard gaan nie, maar ook die kind in sy totallteit nadelig bei'nvloed. Die Relasieteorie, 'n opvoedkundig-sielkundige perspektief, wat as teoretiese raamwerk vir verkenning dien, is bespreek en waar toepaslik is na die psigososiale problema van die leergestremde kind verwys. In die empiriese ondersoek is hoofsaaklik van projeksietegnieke gebruik gemaak om vanuit die leergestremde kind se interne verwysingsraamwerk sy persepsies en belewenisse ten opsigte van homself en sy verhoud!ngs in die gesin te verken. Na aanleiding hiervan is aanbevelings vir terapeutiese hulpverlening gemaak. / Educational Studies / M. Ed. (Specialisation in Guidance and Counseling)