A dissertation submitted to the Faculty of Arts in partial fulfilment of the requirements for the degree of Master of Arts (Educational Psychology) in the Department of Psychology at the University of ZuIu/and, 2004. / Social skills are a well-researched topic, and skills programmes have been used extensively to improve the social and emotional problems encountered by learners with learning disabilities. They are often the therapies of choice for learners who suffer from poor self-concept and poor social skills. Meta-analyses of recent social skills outcome studies have indicated that the amount of change effected by social skills programmes was minimal, and that rarely does it reach the level of effecting clinically significant change. In the light of these contradictory statements, the aim of this study is to establish whether the current social skills programme succeeds in improving the self-concept of learners with learning disabilities at a school for learners with special educational needs. The results of the study indicated that this social skills programme does not improve the global self-concept of learners.

Published Article / This study reports the findings of the doctoral studies on curriculum adaptations for learners with learning impairments. The researchers conducted a phenomenological study to examine how teachers apply curriculum adaptations for learners with learning impairments in the Foundation Phase through their teaching experience. The sample consisted of 20 Foundation Phase teachers and 22 learners. The authors Interviewed 20 teachers and observed interactions between teachers and learners as well as between learners. The findings suggested that although most teachers (18) claimed that they adapted the product, they in fact only adapted time and activities. The researchers recommends in-service training for teachers by Learning Support Advisors (LSAs) and Subject Advisors (SAs) on how to adapt curricula to the needs of learners with learning impairments in the Foundation Phase. The researchers designed a model on how Foundation Phase teachers could adapt the curriculum for learners with learning impairments in the Foundation Phase.

Within the context of foreign language learning, very little research has examined how learners process second language (L2) words in terms of which variables best predict their processing speed and which mechanisms best characterize bilingual lexical processing. The present study set out to address this gap by using a range of learner and lexical variables (such as vocabulary size, word length, and age of acquisition) as points of reference against which to identify the best predictors of children’s and adults' L2 lexical processing, and by comparing response latencies across stimulus conditions so as to identify the processing pattern specific to each age group. Thirty-nine primary-aged and 94 university-level Chinese learners of English performed a picture-naming task in English and then in Chinese, and then completed a Chinese-to-English task. The researcher analyzed and estimated how those learner and lexical variables predicted the recorded response latencies by means of multiple regression and structural equation modeling, and made cross-stimulus-condition comparisons with the use of analysis of variance. The results suggested that different aspects of vocabulary knowledge contributed significantly to predicting children's and adults' processing speed, and that shorter processing time was significantly and directly predicted by the younger age at which an L2 word was learned and its higher degree of word typicality. Both lexical association and conceptual mediation were present in L2 lexical processing irrespective of learners' age but in general the later an L2 word is learned, the greater the likelihood that the word is lexically accessed and processed. These results illustrate the crucial role that language experiences and conceptual structures play in influencing the ease or difficulty with which L2 lexical items are retrieved, and reflect the complexities and dynamics involved in processing bilingual lexicons. These findings will be discussed within the context of the role of research and theory in developing evidence-based pedagogical practice with a specific reference to vocabulary acquisition in children and adults learning foreign languages within input-limited contexts.

<p>The impact of global migration on local contexts has spawned new issues and a range of social responses. These include the emergence of &lsquo / xenophobia&rsquo / in the terrain of discrimination and&nbsp / the subsequent development of popular educational responses to this. As part of popular educational responses, adult education programmes have assumed an important role in changing&nbsp / people&rsquo / s attitudes. This long research paper presents a critical analysis of how a human rights and counter-xenophobia peer educators&rsquo / programme enables young adults to develop a critical consciousness about human rights and &lsquo / xenophobia&rsquo / . The research focused on learning materials, course content, training methodology and processes of a three-day human rights and counter- xenophobia workshop held by Umoja wa Afrika, a local non-governmental organization, in March/April 2007 at Goedgedacht, just outside Cape Town. The research was based on qualitative&nbsp / methodology which included an exploration of relevant literature, interviews with participants and facilitators, as well as the researcher&rsquo / s critical reflections. The research was located within a&nbsp / critical theory framework in the field of adult&nbsp / learning, and drew from the work of Paulo Freire (1970) and Stephen Brookfield(2005).&nbsp / The key finding of the study is that the experience of the&nbsp / workshop enabled participants to develop a critical awareness - but not necessarily a critical understanding of human rights and &lsquo / xenophobia&rsquo / . The participants identified specific factors that&nbsp / contributed to such awareness. These included the diverse composition of participants, the &lsquo / accompanying&rsquo / facilitation style, and the interactive training methodology. This study makes a&nbsp / contribution to understanding human rights peer education in the South African context and the extent to which such provision could enable participants to develop a critical understanding of&nbsp / human rights and xenophobia. This study is an attempt to make an original contribution in this area. As such it adds to literature in applied critical methodology.&nbsp / </p>

<p>The impact of global migration on local contexts has spawned new issues and a range of social responses. These include the emergence of &lsquo / xenophobia&rsquo / in the terrain of discrimination and&nbsp / the subsequent development of popular educational responses to this. As part of popular educational responses, adult education programmes have assumed an important role in changing&nbsp / people&rsquo / s attitudes. This long research paper presents a critical analysis of how a human rights and counter-xenophobia peer educators&rsquo / programme enables young adults to develop a critical consciousness about human rights and &lsquo / xenophobia&rsquo / . The research focused on learning materials, course content, training methodology and processes of a three-day human rights and counter- xenophobia workshop held by Umoja wa Afrika, a local non-governmental organization, in March/April 2007 at Goedgedacht, just outside Cape Town. The research was based on qualitative&nbsp / methodology which included an exploration of relevant literature, interviews with participants and facilitators, as well as the researcher&rsquo / s critical reflections. The research was located within a&nbsp / critical theory framework in the field of adult&nbsp / learning, and drew from the work of Paulo Freire (1970) and Stephen Brookfield(2005).&nbsp / The key finding of the study is that the experience of the&nbsp / workshop enabled participants to develop a critical awareness - but not necessarily a critical understanding of human rights and &lsquo / xenophobia&rsquo / . The participants identified specific factors that&nbsp / contributed to such awareness. These included the diverse composition of participants, the &lsquo / accompanying&rsquo / facilitation style, and the interactive training methodology. This study makes a&nbsp / contribution to understanding human rights peer education in the South African context and the extent to which such provision could enable participants to develop a critical understanding of&nbsp / human rights and xenophobia. This study is an attempt to make an original contribution in this area. As such it adds to literature in applied critical methodology.&nbsp / </p>

Friendship and peer acceptance is an important facet of any adolescent’s development. Adolescence is recognised as a period of discovering and forming one’s identity. When an adolescent has a learning impairment, it impacts on all facets of his/her life, including socially (friendships). While needing to deal with the challenges of a learning impairment as well as to functioning socially, the adolescent needs to cope with these challenges as well as form an identity. In a similar vein, when the adolescent is faced with the challenges of a learning impairment, limited cognitive and language difficulties may impact on friendship relationships. Working in a school that caters specifically for learners with learning impairments, I started wondering: what role does their individual learning impairments play in the maintenance of friendship? The purpose of this study was to gain insight and understanding into the nature of friendship amongst adolescents who have been identified as having a specific learning impairment. This study took place within a specialised high school setting where the focus is to provide support to the learner with specific learning needs. This study utilised an interpretive, qualitative research approach. This study aimed to interpret and understand what is the nature of friendship for adolescents with a specific learning impairment. The study also aimed to understand how social issues such as social comparison and self-concept is understood from the participants’ point of view and finally, to understand if the school environment within which they function play any role in the nature of friendships and how does the adolescent participant interpret this role. The research design was an instrumental case study. Data was collected from two participants by means of a one-on-one semi-structured interview and observations supported by field notes. The data collected was transcribed. The data was interpreted using a colour code for each theme identified. The findings reported indicate that the participants’ view of the self is influenced by their friends. Support and understanding in their friendships was possible as a result of trust, acceptance and understanding of how it is to be facing the challenge of learning impairments on a daily basis. The learners have found a place in the school were they can flourish both academically and socially. Socially, the challenges of learning impairments still play a role during interactions with friends. Social comparison based on physical appearance was highlighted. Self-concepts have been influenced by their learning impairment. Within the specialised school system, improved self-concepts were reported due to better academic performance and unconditional acceptance by friends and peers, despite having a learning impairment. AFRIKAANS : Vriendskap en portuur groep aanvaarding is ‘n belangrike aspek van enige adolesent se ontwikkeling. Adolesensie word erken as ‘n tydperk van ondekking en die vorming van ‘n identiteit. Wanneer ‘n adolesent ‘n leergeremdheid beleef, het dit ‘n invloed op alle fasette van hulle lewens, insluitend sosiaal (vriendskappe). Terwyl die adolesent die uitdagings van ‘n leergeremdheid moet hanteer asook sosiaal funksioneer, moet die adolesent terselftertyd die uitdaging hanteer om ‘n identiteit te vorm. Wanneer die adolesent die uitdagings van ‘n leergeremdheid hanteer, het beperkte kognitiewe en taal uitdagings ook ‘n invloed op vriendskappe. Terwyl ek by ‘n skool werk wat voorsien vir leerders met leergeremdhede het ek begin wonder: watter rol speel individuele leergeremdhede in die handhawing van vriendskappe. Die doel van die studie was om insig te verkry in die aard van vriendskap tussen adolosente wat identifiseer is as leerders met ‘n leergeremdheid. Die studie het plaas gevind in ‘n gespesialiseerde hoërskool waar die fokus val om ondersteuning te bied aan leerders met leergeremdhede. Die studie was ‘n interpretiewe, kwalitatiewe navorsings studie. Die doel van die studie was om die aard van vriendskappe tussen adolesente met leergeremdhede, te verstaan. ‘n Verdere doel van die studie was om vas te stel hoe word sosiale vergelyking en self-konsep verstaan word deur die deelnemers en laastens om vas te stel of die skoolomgewing waarin die kinders funksioneer, enige rol speel in die aard van vriendskappe. Laastens is gekyk na hoe word die rol verstaan deur die adolesente. Die navorsingsontwerp was ‘n instrumentele gevalle studie. Data was versamel vanaf twee deelnemers deur middel van een-tot-een semi-gestruktureerde onderhoude en waarnemings wat deur veldnotas ondersteun was. Die data wat versamel was is getranskribeer. Die data was interpreteer deur ‘n kleur kode wat gekoppel is aan elke tema. Die bevindinge dui aan dat die deelnemers se siening van die self beinvloed word deur hulle vriende. Ondersteuning en begrip in hulle vriendskappe is moontlik as gevolg van vertroue, aanvaarding en begrip van hoe dit voel om die uitdagings van ‘n leergeremdheid daagliks te hanteer. Die leerders het ‘n plek in die skool gevind waar hulle beide akademies en sosiaal kan floreer. Op ‘n sosiale vlak speel die uitdagings van ‘n leergeremdheid steeds ‘n rol in hulle vriendskappe. Sosiale vergelyking kom voor gebasseer op fisiese voorkoms. Self-konsepte word deur leergeremdhede beinvloed. In die gespesialiseerde skool word beter self-konsepte gerapporteer weens beter akademiese prestasie en onvoorwaardelike aanvaarding deur vriende en lede van die portuur groep, teen spyte daarvan om ‘n leergeremdheid te hê. / Dissertation (MEd)--University of Pretoria, 2011. / Educational Psychology / unrestricted

Text in English / The literature review indicated similarities between education and chess playing and possible transfer of knowledge between these two different domains. A link was then suggested between some aspects of intellectual abilities and chess instruction in children, but not in adults (Frydman & Lynn, 1992; Waters, Doll & Mayr, 1987). In this research study the aim was to explore the relationship between chess playing and cognitive and intellectual development in Grade R learners at Garsieland. Therefore the positive influence that chess playing brings to bear on the intelligence of 64 Grade R learners (as measured on intelligence scales) was investigated. The data was collected through short biographical questionnaires and psychometric tests and the participants in both groups were assessed on two occasions. The study suggested that chess instruction exerted a positive (small) effect on Performance intelligence and subsequently on the Global scale of the Junior South African Intelligence Scales. The children in both groups also exhibited improved cognitive development after the 40 week period during 2009. / Psychology / M.A. (Psychology)

Text in English / The literature review indicated similarities between education and chess playing and possible transfer of knowledge between these two different domains. A link was then suggested between some aspects of intellectual abilities and chess instruction in children, but not in adults (Frydman & Lynn, 1992; Waters, Doll & Mayr, 1987). In this research study the aim was to explore the relationship between chess playing and cognitive and intellectual development in Grade R learners at Garsieland. Therefore the positive influence that chess playing brings to bear on the intelligence of 64 Grade R learners (as measured on intelligence scales) was investigated. The data was collected through short biographical questionnaires and psychometric tests and the participants in both groups were assessed on two occasions. The study suggested that chess instruction exerted a positive (small) effect on Performance intelligence and subsequently on the Global scale of the Junior South African Intelligence Scales. The children in both groups also exhibited improved cognitive development after the 40 week period during 2009. / Psychology / M.A. (Psychology)

After the democratic election of 1994, a new and integrated education system was developed in South Africa in accordance with international trends and the stipulations of the South African Bill of Rights with regard to equality, human dignity, basic education and equal access to education. According to the inclusive education system, learners with learning and developmental barriers should be accommodated within the mainstream of education. In order for inclusive education to succeed, a network of support was developed on departmental, provincial, district and school level. At school level, the school-based support team is directly responsible for supporting learners with learning and developmental barriers, educators and parents/caregivers. The effectiveness of these school-based support teams will, eventually, determine the quality of this inclusive education approach. The question which guided this research, is: How effectively does the school-based support team fullfil its function in the teaching and learning of learners with learning and developmental barriers within the framework of inclusive education? A qualitative research design was chosen which is exploratory, descriptive and explanatory. After an initial literature study in which international and national trends in this field were investigated, five primary mainstream schools were selected in the Western Cape according to certain criteria. A pilot study was conducted in another school to refine data collection strategies. Information was then gathered in the five schools by means of structured questionnaires, individual and focus group interviews, field notes and the study of appropriate documents. In order to evaluate these teams, eleven criteria were designed to serve collectively as an evaluation instrument. The effectiveness of the school-based support teams in the five schools were subsequently assessed and placed in various categories according to a conceptual framework. It was found that the school-based support teams function relatively effectively in most areas. The composition of the teams is effective. However, the teams function ineffectively with regard to the orientation and training of their members, as well as of the teachers and parents/caregivers of learners with learning and developmental barriers / Thesis (PhD (Educational Psychology))--University of Pretoria, 2008. / Educational Psychology / unrestricted