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The impact of dietary interventions on the promotion of the classroom health of foundation phase learners with ADD / Juanita LouwLouw, Juanita January 2005 (has links)
The purpose of this study was to determine, by means of a review of literature and empirical research, the impact of dietary interventions on the classroom health promotion of Foundation Phase learners with ADD. In order to reach this goal, it was imperative to illustrate the meaning of the concepts health, wellness, health promoting schools, nutrition and Attention Deficit Disorder (ADD).
The objective of the empirical research was to determine whether dietary interventions would promote the health of Foundation Phase learners with
ADD in the classroom by focusing on decreasing their levels of hyperactivity, increasing their concentration and improving their social behaviour. In conclusion, the following are some of the findings of this study. Dietary interventions impacted positively on: the hyperactivity level of participating foundation phase learners with ADD in the classroom; the ability of participating foundation phase learners with ADD to concentrate in the classroom; and the social behaviour of participating foundation phase learners with ADD in the classroom. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2005.
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The impact of dietary interventions on the promotion of the classroom health of foundation phase learners with ADD / Juanita LouwLouw, Juanita January 2005 (has links)
Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2005.
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The impact of dietary interventions on the promotion of the classroom health of foundation phase learners with ADD / Juanita LouwLouw, Juanita January 2005 (has links)
The purpose of this study was to determine, by means of a review of literature and empirical research, the impact of dietary interventions on the classroom health promotion of Foundation Phase learners with ADD. In order to reach this goal, it was imperative to illustrate the meaning of the concepts health, wellness, health promoting schools, nutrition and Attention Deficit Disorder (ADD).
The objective of the empirical research was to determine whether dietary interventions would promote the health of Foundation Phase learners with
ADD in the classroom by focusing on decreasing their levels of hyperactivity, increasing their concentration and improving their social behaviour. In conclusion, the following are some of the findings of this study. Dietary interventions impacted positively on: the hyperactivity level of participating foundation phase learners with ADD in the classroom; the ability of participating foundation phase learners with ADD to concentrate in the classroom; and the social behaviour of participating foundation phase learners with ADD in the classroom. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2005.
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Attention-Deficit/Hyperactivity Disorder: Women's Accounts of Personal Identity and Social SupportRudd, Melissa Felice 22 December 2022 (has links)
No description available.
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Pohybová aktivita a její vliv na žáky se specifickými poruchami učení a poruchami chování ve výuce na 1. stupni ZŠ / Physical activity and its influence on pupils with specific learning disabilities and behavioral disorders in teaching at the 1st stage of primary schoolMuráriková, Lucie January 2021 (has links)
TITLE Physical activity and its impact on pupils with specific learning disabilities and behavior disabilities in normal education at primary school AUTHOR Lucie Muráriková SUPERVISOR PhDr. Martin Dlouhý, Ph.D. ABSTRACT This work is focusing on the specific learning and behavioral disabilities. The aim is to create several activity plans and exercise plans which could be used to determine the effect of physical activity on the work of students with learning disabilities and ADHD/ADD. My idea is that the physical activity should not only positively affect the overall quality of teaching, but should also serve very well in the reeducation of specific learning disabilities in children with ADHD and ADD. Pupils with specific learning disabilities should, after a certain period of this experiment, be showing significant changes in their results and knowledge. Pupils with the ADHD and ADD should be showing better results and knowledge due to the improving attention and at the same time the physical activity should influence their length of concentration, disturbance during lessons, or tendencies to aggression. I consulted a child psychologist and a special pedagogue during the creation of the plans and activities for reeducation. And during the observations of two groups - experimental and control - I collected...
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Cognitive coping strategies for parents with learning disabled childrenMaharaj, Malthi 01 1900 (has links)
Although thet:e has been gradual awat:eness of leat:ning disabilities aftet:
Wodd Wat: II, it was in the late 1960's that compt:ehensive assessment
and special education wet:e provided in schools. Specifically, in the at:ea
of services for families, a reaffirmation of the fundamental rights of
chilruen and families emerges.
Although stress associated with the presence of a learning disabled child
is an important consideration, its impact on the family is related to the
family members' cognitive appraisal of the stress situation and thett
copmg resources. Parents of learning disabled chilruen experience more
stress, often exacerbated by faulty, misunderstood coping efforts that
increase conflict in the family.
Reseat:chers have investigated how: families manage stress; and cope with
the multiple stt:esses of rearing a learning disabled children. It has been
found that while many families cope, others cannot. Stress theory has
dttected our attention to circumstances that weaken families and
exacerbate distress. Preventative and ameliorative services at:e needed to
assist such families. Stress and coping theory suggest that differences in families' reactions to
learning disabilities may be related to amount and quality of resources
available to pat:ents. This involves cognitive adaptation using coping
skills, enabling them to t:e-evaluate stressful events positively. Another
resource would be professionals, whose role would be of a facilitator, strengthening the ability of the family to gain access to needed services
while increasing the family's mastery of coping with learning disability.
Research has shown that parents' initial contact with learning disability
and how to assist their learning disabled child was stressful. After
parents received counselling on coping with their stress and stress
management, and after the child's psycho-educational assessment and
remedial measures were implemented, there has been significant positive
feedback from parents and children.
Research would embrace relationships between perceptions and family
well-being using Ellis's rational-emotive therapy, thereby contributing to
better understanding of how families cope with stress. Ayurvedic
principles would be used to adopt a holistic approach to life. By using
RET and A yurvedics the researcher was able to assist parents with
learning disabled children to cope better with their stresses and effectively
manage their child's learning disability. / Psychology of Education / D. Ed. (Psychology of Education)
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Cognitive coping strategies for parents with learning disabled childrenMaharaj, Malthi 01 1900 (has links)
Although thet:e has been gradual awat:eness of leat:ning disabilities aftet:
Wodd Wat: II, it was in the late 1960's that compt:ehensive assessment
and special education wet:e provided in schools. Specifically, in the at:ea
of services for families, a reaffirmation of the fundamental rights of
chilruen and families emerges.
Although stress associated with the presence of a learning disabled child
is an important consideration, its impact on the family is related to the
family members' cognitive appraisal of the stress situation and thett
copmg resources. Parents of learning disabled chilruen experience more
stress, often exacerbated by faulty, misunderstood coping efforts that
increase conflict in the family.
Reseat:chers have investigated how: families manage stress; and cope with
the multiple stt:esses of rearing a learning disabled children. It has been
found that while many families cope, others cannot. Stress theory has
dttected our attention to circumstances that weaken families and
exacerbate distress. Preventative and ameliorative services at:e needed to
assist such families. Stress and coping theory suggest that differences in families' reactions to
learning disabilities may be related to amount and quality of resources
available to pat:ents. This involves cognitive adaptation using coping
skills, enabling them to t:e-evaluate stressful events positively. Another
resource would be professionals, whose role would be of a facilitator, strengthening the ability of the family to gain access to needed services
while increasing the family's mastery of coping with learning disability.
Research has shown that parents' initial contact with learning disability
and how to assist their learning disabled child was stressful. After
parents received counselling on coping with their stress and stress
management, and after the child's psycho-educational assessment and
remedial measures were implemented, there has been significant positive
feedback from parents and children.
Research would embrace relationships between perceptions and family
well-being using Ellis's rational-emotive therapy, thereby contributing to
better understanding of how families cope with stress. Ayurvedic
principles would be used to adopt a holistic approach to life. By using
RET and A yurvedics the researcher was able to assist parents with
learning disabled children to cope better with their stresses and effectively
manage their child's learning disability. / Psychology of Education / D. Ed. (Psychology of Education)
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