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Oudiopsigofonologiese opleiding en die erg geestesvertraagde kind : 'n empiriese ondersoek / Cornelia Maria Elizabeth de BrutoDe Bruto, Cornelia Maria Elizabeth January 1983 (has links)
This study deals with retardation and a method that is concerned with the improvement of subjacent processes of observation. Retardation is seen as a form of perceptual deprivation. Remedial programmes with retarded people thus must
correct perceptual deprivation. Audiopsychophonological auditor
training (APF) is such a method.
This study was conducted to investigate the effect of APF with
a group of profoundly retarded children at the Witrand Care
and Rehabilitation Centre.
A secondary objective was to inquire into intervention as a
contaminous factor.
Three groups of experimental subjects were used in the research
Ten subjects were allocated to each group. The groups respectively received -
i) auditory training plus a sensory motor stimulation programme;
ii) only music stimulation plus a sensory motor stimulation programme; and
iii) no aimed stimulation.
Ten experimental subjects listened to filtered Mozart music
through head phones, whilst a second group of ten subjects
listened to the same music, but unfiltered also through head
phones. Both these groups received a sensory motor stimulation programme to keep intervention uniform between the two groups.
No aimed stimulation whatsoever were directed at the third group.
An increase in mental age (MA) was seen as the first criterium
to ~valuate the influence of auditory training. The deferment
in responses from self obsessed to object concerned behaviour
was applied as a second criterium.
Results indicated that the effect of intervention was minimal.
It was also found that e significant greater increase of MA
was detected in the group that received auditory training then
in the group that had to listen to unfiltered music. No in;
crease in mental age was detected with the group that received
no stimulation at all.
The group that received auditory training showed a deferment
from self obsessed behaviour to object concerned behaviour.
This change is associated with auditory training, of which
the aim is to lead a person to active participation in the
process of perception. / Thesis (MA)--PU vir CHO, 1982
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Aggressie as simptoom van 'n kind se leerprobleme / Albertus Stefanus du PlooyDu Plooy, Albertus Stefanus January 1985 (has links)
In this investigation the emphasis has been placed on aggression
and its effect on the academic performance of the child.
A questionnaire was sent to 649 Afrikaans-speaking standard 8 pupils.
The questions of the questionnaire were compiled in such a way so
as to determine whether the child is aggressive or not. Only 137
pupils of the 649 were chosen for the experimental group by means
of a proportional test sample.
Besides the questionnaire that were completed by the pupils, the I.Q.
and academic achievement of each participant were taken into
consideration.
concerned.
This information was obtained from the schools
Information on aggression was obtained from a wide range of
references. Particular attention was given to the concept,
origin and forms of aggression. From the literary studies it
appears that, although aggression can be positive, it is principally
negative and reprehensible.
Attention was also given to under-achievement in general and in
specific to problems in mathematics and reading. The latter two
problems are the most general learning problems among pupils. The
etiology and symptomatology of the mentioned problems are discussed
in detail in chapter 4.
In chapter 5 the method and programme of research are discussed
in detail. In particular the experimental group, the questionnaire,
intelligence test and academic achievement have been stressed.
The treatment of the information is discussed in chapter 7. The
five differing forms of aggression are brought into relation with
the I.Q. and academic achievement of the participants in the
experimental group and certain deductions were made.
Although there are no statistical differences worthy of mentioning
between the aggressive and non-aggressive participants in the
experimental group with regard to academic achievement, it does
appear that the average percentage of the non-aggressive pupils
is higher than that of the aggressive pupils. With regard to verbal
aggression, it was found that the average percentage of the nonaggressive
pupils is 1% lower than that of the aggressive pupils.
The I.Q. of the non-aggressive pupils is also lower than that of
the aggressive pupils. (compare par. 6.3.5.)
Only with covert aggression was there found to be a significant
difference between the aggressive and non-aggressive pupils with
regard to academic achievement. On the academic level the nonaggressive
pupils performed better than the aggressive pupils.
(compare par. 6.3.3).
Although the results of the non-aggressive experimental group
participants were slightly higher than that of the aggressive
participants, it was found that there was no significant statistical
differences between the two groups.
The conclusion can thus not simply be made that aggression has a
fundamental influence on the academic ability and that aggression
is not the final and dominant factor which causes a child to
underachieve or experience learning problems.
In the final chapter of this investigation several principles are
proposed and conclusions and recommendations are made.
A resume of the preceding 6 chapters is also given. / Thesis (MEd)--PU vir CHO, 1985
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Oudiopsigofonologiese opleiding en die erg geestesvertraagde kind : 'n empiriese ondersoek / Cornelia Maria Elizabeth de BrutoDe Bruto, Cornelia Maria Elizabeth January 1983 (has links)
This study deals with retardation and a method that is concerned with the improvement of subjacent processes of observation. Retardation is seen as a form of perceptual deprivation. Remedial programmes with retarded people thus must
correct perceptual deprivation. Audiopsychophonological auditor
training (APF) is such a method.
This study was conducted to investigate the effect of APF with
a group of profoundly retarded children at the Witrand Care
and Rehabilitation Centre.
A secondary objective was to inquire into intervention as a
contaminous factor.
Three groups of experimental subjects were used in the research
Ten subjects were allocated to each group. The groups respectively received -
i) auditory training plus a sensory motor stimulation programme;
ii) only music stimulation plus a sensory motor stimulation programme; and
iii) no aimed stimulation.
Ten experimental subjects listened to filtered Mozart music
through head phones, whilst a second group of ten subjects
listened to the same music, but unfiltered also through head
phones. Both these groups received a sensory motor stimulation programme to keep intervention uniform between the two groups.
No aimed stimulation whatsoever were directed at the third group.
An increase in mental age (MA) was seen as the first criterium
to ~valuate the influence of auditory training. The deferment
in responses from self obsessed to object concerned behaviour
was applied as a second criterium.
Results indicated that the effect of intervention was minimal.
It was also found that e significant greater increase of MA
was detected in the group that received auditory training then
in the group that had to listen to unfiltered music. No in;
crease in mental age was detected with the group that received
no stimulation at all.
The group that received auditory training showed a deferment
from self obsessed behaviour to object concerned behaviour.
This change is associated with auditory training, of which
the aim is to lead a person to active participation in the
process of perception. / Thesis (MA)--PU vir CHO, 1982
|
4 |
Aggressie as simptoom van 'n kind se leerprobleme / Albertus Stefanus du PlooyDu Plooy, Albertus Stefanus January 1985 (has links)
In this investigation the emphasis has been placed on aggression
and its effect on the academic performance of the child.
A questionnaire was sent to 649 Afrikaans-speaking standard 8 pupils.
The questions of the questionnaire were compiled in such a way so
as to determine whether the child is aggressive or not. Only 137
pupils of the 649 were chosen for the experimental group by means
of a proportional test sample.
Besides the questionnaire that were completed by the pupils, the I.Q.
and academic achievement of each participant were taken into
consideration.
concerned.
This information was obtained from the schools
Information on aggression was obtained from a wide range of
references. Particular attention was given to the concept,
origin and forms of aggression. From the literary studies it
appears that, although aggression can be positive, it is principally
negative and reprehensible.
Attention was also given to under-achievement in general and in
specific to problems in mathematics and reading. The latter two
problems are the most general learning problems among pupils. The
etiology and symptomatology of the mentioned problems are discussed
in detail in chapter 4.
In chapter 5 the method and programme of research are discussed
in detail. In particular the experimental group, the questionnaire,
intelligence test and academic achievement have been stressed.
The treatment of the information is discussed in chapter 7. The
five differing forms of aggression are brought into relation with
the I.Q. and academic achievement of the participants in the
experimental group and certain deductions were made.
Although there are no statistical differences worthy of mentioning
between the aggressive and non-aggressive participants in the
experimental group with regard to academic achievement, it does
appear that the average percentage of the non-aggressive pupils
is higher than that of the aggressive pupils. With regard to verbal
aggression, it was found that the average percentage of the nonaggressive
pupils is 1% lower than that of the aggressive pupils.
The I.Q. of the non-aggressive pupils is also lower than that of
the aggressive pupils. (compare par. 6.3.5.)
Only with covert aggression was there found to be a significant
difference between the aggressive and non-aggressive pupils with
regard to academic achievement. On the academic level the nonaggressive
pupils performed better than the aggressive pupils.
(compare par. 6.3.3).
Although the results of the non-aggressive experimental group
participants were slightly higher than that of the aggressive
participants, it was found that there was no significant statistical
differences between the two groups.
The conclusion can thus not simply be made that aggression has a
fundamental influence on the academic ability and that aggression
is not the final and dominant factor which causes a child to
underachieve or experience learning problems.
In the final chapter of this investigation several principles are
proposed and conclusions and recommendations are made.
A resume of the preceding 6 chapters is also given. / Thesis (MEd)--PU vir CHO, 1985
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Musiek as terapeutiese middel vir kinders met leerprobleme / Ria PietersePieterse, Ria January 1983 (has links)
Not all pupils of average intelligence can be said to make
satisfactory progress at school. Frequently some of them,
for some reason or other, fall behind in certain areas of
the curriculum. Unless timely action is taken, serious
learning problems may develop with ultimate detrimental
effect upon the pupil's progress.
This study is aimed at determining to what extent music
therapy can be successfully applied in the case of Std. I
pupils whose progress at school is not commensurate with
their I.Q.
First of all a study was undertaken of the available
literature on learning problems and subsequently of that
dealing with music therapy. Finally a programme was devised
for using music therapy with groups. This programme
is particularly concerned with the development of the
following: motor skills, perceptual abilities, language,
acquisition of mathematical concepts and social adaptability.
Seven pupils from a primary school were then selected as
experimental subjects and a six-month individual music
therapy programme was presented to each after establishing
their individual problems. This information was derived
from class teachers' reports, pupils' scores in the various
school subjects and from the results of standardized scholastic
and perceptual tests. The progress of each subject
was discussed per se and illustrated by means of tables
explaining the various data. During the period of presentation
due attention was paid to: Fine muscle co-ordination,
eye-hand co-ordination, left-right co-ordination, exercises
in reading, visual and auditory discrimination and memory,
spacial awareness, succession of sounds, foreground-background
differentiation, number skills, spelling, sustained
attention and perseverance, musical development and improvement
of pupils' self-image.
When the programme had been fully presented, the battery of
tests was repeated and the class teachers were once more
consulted to determine the extent of the progress. These
data were then also included in the tables previously
mentioned. The following conclusions could be drawn from
the results of the individual music therapy programme that
had been presented to the seven pupils:
All the pupils concerned had made progress;
subjects in which there had been significant improvement
were reading, mathematics, spelling and hand-writing, with
notable increase in writing speed;
the experimental subjects showed improved ability to concentrate
and their self-image had also improved.
One can therefore arrive at the conclusion that music
therapy can be successfully used with groups or individuals
to help them overcome their learning problems. / Thesis (MEd)--PU vir CHO, 1983
|
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Die bydrae van die tradisionele kleuterskool tot die kognitiewe ontwikkeling van die kleuter : 'n empiriese ondersoek / Gillis Johannes de KorteDe Korte, Gillis Johannes January 1976 (has links)
Thesis (MEd)--PU vir CHO
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Musiek as terapeutiese middel vir kinders met leerprobleme / Ria PietersePieterse, Ria January 1983 (has links)
Not all pupils of average intelligence can be said to make
satisfactory progress at school. Frequently some of them,
for some reason or other, fall behind in certain areas of
the curriculum. Unless timely action is taken, serious
learning problems may develop with ultimate detrimental
effect upon the pupil's progress.
This study is aimed at determining to what extent music
therapy can be successfully applied in the case of Std. I
pupils whose progress at school is not commensurate with
their I.Q.
First of all a study was undertaken of the available
literature on learning problems and subsequently of that
dealing with music therapy. Finally a programme was devised
for using music therapy with groups. This programme
is particularly concerned with the development of the
following: motor skills, perceptual abilities, language,
acquisition of mathematical concepts and social adaptability.
Seven pupils from a primary school were then selected as
experimental subjects and a six-month individual music
therapy programme was presented to each after establishing
their individual problems. This information was derived
from class teachers' reports, pupils' scores in the various
school subjects and from the results of standardized scholastic
and perceptual tests. The progress of each subject
was discussed per se and illustrated by means of tables
explaining the various data. During the period of presentation
due attention was paid to: Fine muscle co-ordination,
eye-hand co-ordination, left-right co-ordination, exercises
in reading, visual and auditory discrimination and memory,
spacial awareness, succession of sounds, foreground-background
differentiation, number skills, spelling, sustained
attention and perseverance, musical development and improvement
of pupils' self-image.
When the programme had been fully presented, the battery of
tests was repeated and the class teachers were once more
consulted to determine the extent of the progress. These
data were then also included in the tables previously
mentioned. The following conclusions could be drawn from
the results of the individual music therapy programme that
had been presented to the seven pupils:
All the pupils concerned had made progress;
subjects in which there had been significant improvement
were reading, mathematics, spelling and hand-writing, with
notable increase in writing speed;
the experimental subjects showed improved ability to concentrate
and their self-image had also improved.
One can therefore arrive at the conclusion that music
therapy can be successfully used with groups or individuals
to help them overcome their learning problems. / Thesis (MEd)--PU vir CHO, 1983
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Die bydrae van die tradisionele kleuterskool tot die kognitiewe ontwikkeling van die kleuter : 'n empiriese ondersoek / Gillis Johannes de KorteDe Korte, Gillis Johannes January 1976 (has links)
Thesis (MEd)--PU vir CHO
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A study of the facilitative role of the teacher in the implementation of gifted education in schools / Magtel Mare BallBall, Magtel Mare January 1989 (has links)
When an educational change such as gifted child education is introduced
into a school one of the key actors in its implementation on the
micro-level is the teacher, whose attitude toward the change may be
crucial as he is the ultimate user of that change. However, a teacher's
workload is often heavy and this leaves him with little time or
inclination to cope with the complexities of implementing a gifted child
programme such as learning new skills and knowledge required by the
programme.
Implementation - the process of putting into practice an educational
change or activity new to those expected to change - should occur in a
supportive environment, and assistance and training should be provided by
change agents both external and internal to the school. These change
facilitators though, are often remote from the practical problems and
concerns which may be experienced by teachers during the process of
implementation. It is also unlikely that they will make the day-to-day
interventions which are targeted directly at teachers. Consequently, a
teacher who is in close contact with other teachers, who has knowledge
and experience of their problems and who can gain easy access to their
classrooms appears to be in a viable position to act as a facilitator
during implementation. The literature indicates that a teacher regarded
as a charismatic, credible leader by his peers may assume the role of
teacher representative/facilitator, thereby enhancing the process of
implementation. He may emerge as a 'second change facilitator' who
complements the facilitative activities of the principal. He can also
compensate for what the principal does not do. There is little formal
recognition or training for this role - an experienced teacher with the
potential for becoming a change facilitator may assume this role. He may
then respond to the concerns of his colleagues, function as a
representative/role model, consult with teachers and reinforce their
implementation efforts, coach and train them, provide opportunities for
discussion and problem-solving and provide feedback on a day-to-day
basis. Unlike those of other change agents, his interventions may be
targeted directly at teachers.
The teacher's role as possible change facilitator during the process of
implementation may be subject to limitations since it appears from this
investigation that the degree to which he can make interventions is
influenced by the change facilitative style of the principal.
Principals, who emerge as key figures during the process of
implementation, have been identified as managers, responders or
initiators. The principal's style influences the type of interventions a
teacher facilitator may make and the roles he can assume.
From this study however it appears that the role of teacher-facilitator
is a viable and an important one especially in the phase of teacher use.
He is able to maintain close personal contact with his colleagues, he is
always available for consul tat ion, he can provide direct, personal aid
and he is able to target coaching and training activities directly at
teachers. By providing a supportive environment and assistance at the
classroom level a teacher can facilitate the implementation of a gifted
child programme in a school. / Dissertation (MEd)--UPE, 1989
|
10 |
A study of the facilitative role of the teacher in the implementation of gifted education in schools / Magtel Mare BallBall, Magtel Mare January 1989 (has links)
When an educational change such as gifted child education is introduced
into a school one of the key actors in its implementation on the
micro-level is the teacher, whose attitude toward the change may be
crucial as he is the ultimate user of that change. However, a teacher's
workload is often heavy and this leaves him with little time or
inclination to cope with the complexities of implementing a gifted child
programme such as learning new skills and knowledge required by the
programme.
Implementation - the process of putting into practice an educational
change or activity new to those expected to change - should occur in a
supportive environment, and assistance and training should be provided by
change agents both external and internal to the school. These change
facilitators though, are often remote from the practical problems and
concerns which may be experienced by teachers during the process of
implementation. It is also unlikely that they will make the day-to-day
interventions which are targeted directly at teachers. Consequently, a
teacher who is in close contact with other teachers, who has knowledge
and experience of their problems and who can gain easy access to their
classrooms appears to be in a viable position to act as a facilitator
during implementation. The literature indicates that a teacher regarded
as a charismatic, credible leader by his peers may assume the role of
teacher representative/facilitator, thereby enhancing the process of
implementation. He may emerge as a 'second change facilitator' who
complements the facilitative activities of the principal. He can also
compensate for what the principal does not do. There is little formal
recognition or training for this role - an experienced teacher with the
potential for becoming a change facilitator may assume this role. He may
then respond to the concerns of his colleagues, function as a
representative/role model, consult with teachers and reinforce their
implementation efforts, coach and train them, provide opportunities for
discussion and problem-solving and provide feedback on a day-to-day
basis. Unlike those of other change agents, his interventions may be
targeted directly at teachers.
The teacher's role as possible change facilitator during the process of
implementation may be subject to limitations since it appears from this
investigation that the degree to which he can make interventions is
influenced by the change facilitative style of the principal.
Principals, who emerge as key figures during the process of
implementation, have been identified as managers, responders or
initiators. The principal's style influences the type of interventions a
teacher facilitator may make and the roles he can assume.
From this study however it appears that the role of teacher-facilitator
is a viable and an important one especially in the phase of teacher use.
He is able to maintain close personal contact with his colleagues, he is
always available for consul tat ion, he can provide direct, personal aid
and he is able to target coaching and training activities directly at
teachers. By providing a supportive environment and assistance at the
classroom level a teacher can facilitate the implementation of a gifted
child programme in a school. / Dissertation (MEd)--UPE, 1989
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