Text in Afrikaans / Die doelstelling van hierdie kwalitatiewe navorsing was om die kind in die middelkinderjare met leerprobleme se belewenis van remediëring binne die skoolmilieu te verken en te beskryf. Ten einde hierdie doelstelling te bereik is bepaalde doelwitte gestel. Die doelwitte het onder andere die daarstelling van ‘n konseptuele raamwerk behels wat met behulp van ‘n literatuurstudie en konsultasie met kundiges die kind in die middelkinderjare met leerprobleme wat remediëring binne die skoolmilieu ontvang binne die konteks van hierdie studie gedefinieer het. Semi-gestruktureerde onderhoude is met die deelnemers gevoer, waarna data geanaliseer is en gevolgtrekkings en aanbevelings gemaak is na aanleiding van die deelnemers se belewenis. Hooftemas, subtemas en kategorieë is uit die onderhoude geïdentifiseer en met bestaande literatuur geverifieer. Tydens die bespreking van die data is daar gepoog om nie bevindings te veralgemeen nie en aangesien dit ‘n kwalitatiewe studie was, is elke deelnemer toegelaat om sy of haar belewenis te deel. / During this research, the aim was to explore and describe the experiences of remedial education within the school milieu of the child in middle childhood with learning problems. In order to reach the required goal, a number of objectives were set. The objectives included conceptualising a theoretical framework by means of a literature study and consultation with experts in order to define the child in middle childhood with learning difficulties that receives remedial education within the school milieu. Semi-structured interviews with participants were conducted, whereupon data were analysed and conclusions and recommendations were made according to the participants’ experiences. Main themes, sub-themes and categories were identified in the transcriptions and were verified with existing literature. During the discussion of data the aim was not to generalise the findings, as it was a qualitative study and each participant was allowed to share his or her experience / M.Diac. (Spelterapie) / Social Work

Text in Afrikaans / Die doelstelling van hierdie kwalitatiewe navorsing was om die kind in die middelkinderjare met leerprobleme se belewenis van remediëring binne die skoolmilieu te verken en te beskryf. Ten einde hierdie doelstelling te bereik is bepaalde doelwitte gestel. Die doelwitte het onder andere die daarstelling van ‘n konseptuele raamwerk behels wat met behulp van ‘n literatuurstudie en konsultasie met kundiges die kind in die middelkinderjare met leerprobleme wat remediëring binne die skoolmilieu ontvang binne die konteks van hierdie studie gedefinieer het. Semi-gestruktureerde onderhoude is met die deelnemers gevoer, waarna data geanaliseer is en gevolgtrekkings en aanbevelings gemaak is na aanleiding van die deelnemers se belewenis. Hooftemas, subtemas en kategorieë is uit die onderhoude geïdentifiseer en met bestaande literatuur geverifieer. Tydens die bespreking van die data is daar gepoog om nie bevindings te veralgemeen nie en aangesien dit ‘n kwalitatiewe studie was, is elke deelnemer toegelaat om sy of haar belewenis te deel. / During this research, the aim was to explore and describe the experiences of remedial education within the school milieu of the child in middle childhood with learning problems. In order to reach the required goal, a number of objectives were set. The objectives included conceptualising a theoretical framework by means of a literature study and consultation with experts in order to define the child in middle childhood with learning difficulties that receives remedial education within the school milieu. Semi-structured interviews with participants were conducted, whereupon data were analysed and conclusions and recommendations were made according to the participants’ experiences. Main themes, sub-themes and categories were identified in the transcriptions and were verified with existing literature. During the discussion of data the aim was not to generalise the findings, as it was a qualitative study and each participant was allowed to share his or her experience / M.Diac. (Spelterapie) / Social Work

Traditional remedial intervention programmes address academic and perceptual deficits but not emotional needs. Existing literature suggests that most children with learning disabilities have concomitant emotional, behavioural and social difficulties; however an apparent lack of consensus regarding the types of emotional and behavioural difficulties faced by these children exists especially amongst teachers, parents and professionals in the field of learning disabilities. The aim of this study was to discover which emotions might emerge during Gestalt play therapy sessions with children receiving remedial intervention. Three respondents from three different remedial programmes participated in the study. Data was gathered from the therapeutic sessions as well as from unstructured interviews with parents, teachers and professionals in the field of learning disabilities. Recommendations are made as to how Gestalt play therapy could be implemented as an additional support for children receiving remedial intervention. / Tradisionele remediërings-programme spreek slegs akademiese en perseptuele tekortkominge aan en nie emosionele behoeftes nie. Bestaande literatuur dui daarop dat die meeste kinders met leerprobleme gepaardgaande emosionele, gedrags- en sosiale probleme ervaar. Daar is egter 'n gebrek aan konsensus tussen onderwysers, ouers en professionele persone op die gebied van leerprobleme, oor die tipe emosionele en gedragsprobleme waarmee hierdie leerders te kampe het. Die doel van hierdie studie was om vas te stel watter emosies tevoorskyn mag kom, tydens Gestalt-speel-terapie-sessies met leerders wat remediëringsonderrig ontvang. Drie respondente van drie verskillende remediërende programme het aan die studie deelgeneem. Data is ingesamel van terapeutiese sessies, sowel as van ongestruktureerde onderhoude met ouers, onderwysers en professionele persone in die veld van leerprobleme. Die bevindings van die studie blyk in ooreenstemming te wees met bestaande literatuur, naamlik dat kinders met leerprobleme bykomende emosionele en sosiale probleme ondervind. Aanbevelings is gemaak oor hoe Gestalt spelterapie geïmplementeer kan word as 'n addisionele ondersteuning vir kinders wat remediërende intervensie ontvang. / Social Work / M. Diac. (Play Therapy)

This research investigates the education of entrepreneurship to learners with learning difficulties. It is important to keep in mind the rights and possibilities of a learner with learning difficulties. Two entrepreneurship programmes were presented to two different groups of learners at Oom Paul School. Learners with learning disabilities can be categorised as poor performers, learners with behavioural and emotional problems, development problems (for example a language deficit), as well as learners with permanent disabilities- physically, intellectual and sensorial. An important part of this research will focus on the discussion on the causes of learning difficulties and problems of learners. One of the most important aims in education, especially in teaching learners with learning difficulties, is to guide learners to become a part of adulthood and the business world as a responsible and active member of society. Unfortunately, there are many learners who- after a successful school career seems to get "lost" along the way, because of society's discrimination. Several entrepreneurial programmes have been developed and have been implemented with great success at various schools, with reference in particular to the programmes "Business Ventures" and "Entrepreneurskap: jou eie besigheid". Above mentioned programmes are developed for main stream education and are not necessarily suitable for learners with learning difficulties. According to literary studies on education on entrepreneurship, this study field is relatively new in RSA and that no research regarding entrepreneurship education for learners with learning difficulties has been done. This research has pointed out that the teaching and education of entrepreneurship to learners with learning difficulties can be successful with a few adjustments. The new outcomes-based curriculum for general education and training for further education is Curriculum 2005. This curriculum is learner centred and is beneficiary for the learner with disabilities and difficulties. The principles of outcomes-based curriculum (Curriculum 2005) contribute to the accommodation of all learners in their diversity and needs. The society is looking forward to the implementation of this new curriculum, due to the fact that discrimination against learners with learning disabilities/difficulties will no longer be part of our education. Awareness of entrepreneurship and teaching of entrepreneurship is part of the eight learning areas and also one of the critical outcomes of Curriculum 2005. Entrepreneurial awareness can offer a meaningful contribution to solve an essential problem in the RSA. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000

Various researchers highlight the role of neuro-motor and visual motor integration problems on learning-related barriers (Mutti et al., 1998; Goldstein & Britt, 1994; Kulp, 1999; Lotz et al., 2005; Van Roon et al., 2010). Visual motor integration and neuro-motor problems, that include perceptual, gross- and fine motor problems further relates to writing, reading, spelling and mathematical problems (Cheatum & Hammond, 2000). The visual system plays an important role in visual motor integration and researchers found ocular-motor control to correlate with learning-related problems and are therefore investigated (Vaughn et al., 2006). The aim of the study was twofold. The first aim was to determine the nature of neuro-motor problems that are present in 7- to 8-year old children with learning-related problems (writing, reading, spelling and mathematical problems). The second aim was to determine the nature of ocular-motor control and visual-motor integration that are present in 7- to 8-year old children with learning-related problems (writing, reading, spelling and mathematical problems). Sixty-eight learners (45 boys and 23 girls) with and without learning-related problems took part in the study. The group with learning-related problems (n=31) consisted of learners that received remedial intervention in Grade 1 and were in Grade 2 during the data collection. The control group (n=37) represented the study group for age and gender with a mean age of 7.5 years (SD=0.43) and had no learning-related problems. The Quick Neurological Screening Test II (QNST-II) and the Sensory Input Systems Screening Test (SISM) were used to determine the state of neuro-motor development and the visual and ocular-motor control status of learners. The Developmental Test of Visual-Motor Integration - 4th ed. (VMI-4) were used to evaluate the visual-motor integration of learners. The Statistica for Windows 2011 computer program was used to do the data processing (StatSoft, 2011). Differences between learners with and without learning-related problems were determined by an independent t-test. A multi-dimensional representation of learners with learning-related problems were established by means of a correspondence analysis of twoway variance tables with respect to reading, writing, spelling and mathematical problems. Results indicate that statistical as well as practical significant differences were found between learners with and without learning-related problems with respect to neuro-motor, visual-motor integration as well as ocular-motor problems. Neuro-motor problems were found between the two groups in visual, auditory, and tactile perception as well as different gross motor skills and were associated with reading, writing, spelling and mathematical problems. Regarding ocularmotor control and visual-motor integration, statistical- (p≤0,01) as well as practical (d≥0,8) significant differences were found between learners with and without learning related problems in visual-motor integration as well as 10 of the 11 sub-items of the SISM which include the following: fixation with both eyes, fixation with right eye, fixation with left eye, ocular alignment with right eye, ocular alignment with left eye, tracking with both eyes, tracking with right eye, tracking with left eye, vertical tracking and horizontal tracking. It can be concluded from the results that a significant correlation could be found between neuro-motor problems, that includes ocular-motor control as well as visual-motor integration and learning-related problems (reading, writing, spelling and mathematical problems). Neuromotor skills as well as visual-motor integration should therefore be incorporated in intervention of children with learning-related problems. / Thesis (MA (Kinderkinetics))--North-West University, Potchefstroom Campus, 2013.

This research investigates the education of entrepreneurship to learners with learning difficulties. It is important to keep in mind the rights and possibilities of a learner with learning difficulties. Two entrepreneurship programmes were presented to two different groups of learners at Oom Paul School. Learners with learning disabilities can be categorised as poor performers, learners with behavioural and emotional problems, development problems (for example a language deficit), as well as learners with permanent disabilities- physically, intellectual and sensorial. An important part of this research will focus on the discussion on the causes of learning difficulties and problems of learners. One of the most important aims in education, especially in teaching learners with learning difficulties, is to guide learners to become a part of adulthood and the business world as a responsible and active member of society. Unfortunately, there are many learners who- after a successful school career seems to get "lost" along the way, because of society's discrimination. Several entrepreneurial programmes have been developed and have been implemented with great success at various schools, with reference in particular to the programmes "Business Ventures" and "Entrepreneurskap: jou eie besigheid". Above mentioned programmes are developed for main stream education and are not necessarily suitable for learners with learning difficulties. According to literary studies on education on entrepreneurship, this study field is relatively new in RSA and that no research regarding entrepreneurship education for learners with learning difficulties has been done. This research has pointed out that the teaching and education of entrepreneurship to learners with learning difficulties can be successful with a few adjustments. The new outcomes-based curriculum for general education and training for further education is Curriculum 2005. This curriculum is learner centred and is beneficiary for the learner with disabilities and difficulties. The principles of outcomes-based curriculum (Curriculum 2005) contribute to the accommodation of all learners in their diversity and needs. The society is looking forward to the implementation of this new curriculum, due to the fact that discrimination against learners with learning disabilities/difficulties will no longer be part of our education. Awareness of entrepreneurship and teaching of entrepreneurship is part of the eight learning areas and also one of the critical outcomes of Curriculum 2005. Entrepreneurial awareness can offer a meaningful contribution to solve an essential problem in the RSA. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000

Various researchers highlight the role of neuro-motor and visual motor integration problems on learning-related barriers (Mutti et al., 1998; Goldstein & Britt, 1994; Kulp, 1999; Lotz et al., 2005; Van Roon et al., 2010). Visual motor integration and neuro-motor problems, that include perceptual, gross- and fine motor problems further relates to writing, reading, spelling and mathematical problems (Cheatum & Hammond, 2000). The visual system plays an important role in visual motor integration and researchers found ocular-motor control to correlate with learning-related problems and are therefore investigated (Vaughn et al., 2006). The aim of the study was twofold. The first aim was to determine the nature of neuro-motor problems that are present in 7- to 8-year old children with learning-related problems (writing, reading, spelling and mathematical problems). The second aim was to determine the nature of ocular-motor control and visual-motor integration that are present in 7- to 8-year old children with learning-related problems (writing, reading, spelling and mathematical problems). Sixty-eight learners (45 boys and 23 girls) with and without learning-related problems took part in the study. The group with learning-related problems (n=31) consisted of learners that received remedial intervention in Grade 1 and were in Grade 2 during the data collection. The control group (n=37) represented the study group for age and gender with a mean age of 7.5 years (SD=0.43) and had no learning-related problems. The Quick Neurological Screening Test II (QNST-II) and the Sensory Input Systems Screening Test (SISM) were used to determine the state of neuro-motor development and the visual and ocular-motor control status of learners. The Developmental Test of Visual-Motor Integration - 4th ed. (VMI-4) were used to evaluate the visual-motor integration of learners. The Statistica for Windows 2011 computer program was used to do the data processing (StatSoft, 2011). Differences between learners with and without learning-related problems were determined by an independent t-test. A multi-dimensional representation of learners with learning-related problems were established by means of a correspondence analysis of twoway variance tables with respect to reading, writing, spelling and mathematical problems. Results indicate that statistical as well as practical significant differences were found between learners with and without learning-related problems with respect to neuro-motor, visual-motor integration as well as ocular-motor problems. Neuro-motor problems were found between the two groups in visual, auditory, and tactile perception as well as different gross motor skills and were associated with reading, writing, spelling and mathematical problems. Regarding ocularmotor control and visual-motor integration, statistical- (p≤0,01) as well as practical (d≥0,8) significant differences were found between learners with and without learning related problems in visual-motor integration as well as 10 of the 11 sub-items of the SISM which include the following: fixation with both eyes, fixation with right eye, fixation with left eye, ocular alignment with right eye, ocular alignment with left eye, tracking with both eyes, tracking with right eye, tracking with left eye, vertical tracking and horizontal tracking. It can be concluded from the results that a significant correlation could be found between neuro-motor problems, that includes ocular-motor control as well as visual-motor integration and learning-related problems (reading, writing, spelling and mathematical problems). Neuromotor skills as well as visual-motor integration should therefore be incorporated in intervention of children with learning-related problems. / Thesis (MA (Kinderkinetics))--North-West University, Potchefstroom Campus, 2013.

Traditional remedial intervention programmes address academic and perceptual deficits but not emotional needs. Existing literature suggests that most children with learning disabilities have concomitant emotional, behavioural and social difficulties; however an apparent lack of consensus regarding the types of emotional and behavioural difficulties faced by these children exists especially amongst teachers, parents and professionals in the field of learning disabilities. The aim of this study was to discover which emotions might emerge during Gestalt play therapy sessions with children receiving remedial intervention. Three respondents from three different remedial programmes participated in the study. Data was gathered from the therapeutic sessions as well as from unstructured interviews with parents, teachers and professionals in the field of learning disabilities. Recommendations are made as to how Gestalt play therapy could be implemented as an additional support for children receiving remedial intervention. / Tradisionele remediërings-programme spreek slegs akademiese en perseptuele tekortkominge aan en nie emosionele behoeftes nie. Bestaande literatuur dui daarop dat die meeste kinders met leerprobleme gepaardgaande emosionele, gedrags- en sosiale probleme ervaar. Daar is egter 'n gebrek aan konsensus tussen onderwysers, ouers en professionele persone op die gebied van leerprobleme, oor die tipe emosionele en gedragsprobleme waarmee hierdie leerders te kampe het. Die doel van hierdie studie was om vas te stel watter emosies tevoorskyn mag kom, tydens Gestalt-speel-terapie-sessies met leerders wat remediëringsonderrig ontvang. Drie respondente van drie verskillende remediërende programme het aan die studie deelgeneem. Data is ingesamel van terapeutiese sessies, sowel as van ongestruktureerde onderhoude met ouers, onderwysers en professionele persone in die veld van leerprobleme. Die bevindings van die studie blyk in ooreenstemming te wees met bestaande literatuur, naamlik dat kinders met leerprobleme bykomende emosionele en sosiale probleme ondervind. Aanbevelings is gemaak oor hoe Gestalt spelterapie geïmplementeer kan word as 'n addisionele ondersteuning vir kinders wat remediërende intervensie ontvang. / Social Work / M. Diac. (Play Therapy)

Please read the abstract in the section 00front of this document / Dissertation (MEd (Orthodidactics))--University of Pretoria, 2007. / Orthopaedic Surgery / unrestricted