Thesis (D.Phil.)-Universiteit van Pretoria, 2005. / Includes bibliographical references. Available on the Internet via the World Wide Web.

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xv, 210 p.; also includes graphics. Includes bibliographical references (p. 132-138). Available online via OhioLINK's ETD Center

Thesis (Ed. D.)--Illinois State University, 1997. / Title from title page screen, viewed June 12, 2006. Dissertation Committee: George Padavil (chair), Paul Baker, James Palmer, Mark Swerdlik. Includes bibliographical references (leaves 168-175) and abstract. Also available in print.

Thesis (Ph. D.)--Ohio State University, 1987. / Includes vita. Includes bibliographical references (leaves 83-85). Available online via OhioLINK's ETD Center.

Thesis (M.A.)--Ohio State University, 1986. / Includes bibliographical references (leaves 81-84). Available online via OhioLINK's ETD Center

Thesis (Ed.D.)--Baylor University, 2006. / Includes bibliographical references (p. 98-103).

Thesis (M.A.)--University of Nevada, Reno, 2008. / "August, 2008." Includes bibliographical references (leaves 45-51). Online version available on the World Wide Web.

It is the aim of this research to create a manual and programme for the reintegration of burn-injured primary-school learners in order to assist in their re-socialisation, and to act as a buffer against depression, conduct disorders, and academic lag. Additional aims of the programme included being resource-efficient, flexible, and compatible with Outcomes-Based Education (aBE) principles evidenced in Curriculum 2005. The final aim of the research involved designing the programme in order for teachers to be able to facilitate it. The manual and programme were evaluated through an embedded case study, encompassing a mildly disfigured burn-injured learner, his family, and his school environment by way of his class and teacher. The programme was found to be efficient in its use of resources, congruent with aBE principles, and engaging of the learners and teacher. Participation in the intervention seemed to afford the burn-injured learner with a buffer against depression, but did not prevent academic lag. Minimal teasing was encountered after the programme was implemented, which is contrary to the expected outcomes based on the literature available. Teacher facilitation was not achieved, however, numerous benefits were derived from the intervention for the majority of the participants.

M.Ed. (Educational Psychology) / Please refer to full text to view abstract.

M.Ed. (Educational Psychology) / In every classroom there are probably pupils with learning problems. If these children can be identified before they fail and appropriate assistance can be provided at that stage, learning failure can be prevented or curbed. This study was undertaken against the background of growing dissatisfaction with the current systems of remedial provision to a relatively limited number of pupils after learning problems have manifested and the prognostic outcome seems accordingly bleak, A study of the literature was undertaken to gain a perspective on the nature and extent of the current practices of identification, evaluation and remedial assistance as well as the sensibility of the implementation of a more preventive child guidance practice. Although prevention is the obvious answer in the fight against learning problems, a study of the relevant literature revealed that the accent within the field still lies on remediation after the manifestation of learning problems and scholastic underachievement - and not prevention. Intensive and time-consuming evaluation, diagnosis and subsequent categorization (according to certain definitions of so-called "remedial pupils"), deprive many pupils with learning problems of assistance. This is still to a great extent the reigning policy of the education departments in Southern Africa. Less than 5% of all pupils receive remedial help outside the regular classroom in addition to the work done in class. In the literature important changes are predicted in the remedial approach to learning problems. A pragmatic swing can be expected as more and more . experts in Southern Africa and abroad voice the opinion that it seems sensible to determine in general what a pupil can and cannot do, and then to try and stimulate what he cannot do by means of a specifically devised program. After a study of the literature to determine the sensibility of a more preventive approach to learning problems on a wider basis, a short test battery and a support program were compiled.