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

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

Proefskrif--PU vir CHO

South West Africa is in many instances a unique land. Its topography, climatic conditions, rainfall and vegetation are all facets of extremes. As far as it could be established the three European groups, the three Coloured groups and the eight Black nations (except perhaps the Bushmen) have all inhabited the land within the period of one century and they were still in the process of settling down during the nineteenth century. Each group and nation brought with them their own habits, language, religion and culture. The history of formal education in South West Africa dates from 1805, after trading and hunting expeditions from South Africa, as well as crew members from foreign ships visited the country and reported their findings. Prior to that, the country was unknown to the outside world. After the report of these expeditions were received in the different countries, missionaries were sent to South West Africa by various societies. Initially the missionaries carne from the London, Rhenish, Finnish, Wesleyan and Roman Catholic Missionary Societies. Missionaries from other societies followed later. After arriving in South West Africa, the missionaries found the country to be vast and inhospitable, with the most severe and extreme climatic conditions. Several of the native tribes were at war against each other and some were hostile towards the missionaries. No school buildings, furniture or equipment was available and the missionaries had to contend with only the basic amenities. The missionaries' initial attempts at formal education consisted of the study of the Bible, reading, writing, handcrafts and general discipline. There were virtually no text books available for school use and the lack of funds further hampered the educational movement tremendously. The nomadic nature of the inhabitants of the country made the missionary effort none the easier and the missionaries had to move with the tribes from place to place in an endeavour to continue the education of the tribes. The face that the different tribes were constantly in a state of war against each other, regarding territorial occupation and cattle thieving, also hampered the missionaries efforts. Communication in the educational process proved to be a major problem for the missionaries. There were no less than nine different Black nations in the country, each with its own language. Although these nine nations were in most cases territorially separated, it often happened that when a school was established, two of three different languages had to be spoken at the school. The inability to communicate in the mother tongue of each group at these schools caused further problems in educating the people. Because the missionaries could not speak the languages of the Blacks, they resorted to teaching through the medium of Dutch, which was the language most commonly spoken by the Whites who entered the country. A few of the tribes in the south, mostly of mixed origin and known as Coloureds, could speak Dutch because of their contact with the Whites of the Cape. Germany proclaimed South West Africa as a German colony in 1884. During the German occupation there was no mentionable advancement in the education for the Blacks in the country. The Germans did not find their stay in South West Africa a peaceful one. The occupational period was for the greater part, a time of turbulence, with wars between the tribes as well as between the Germans and several of the native inhabitants. This resulted once again in the scattering and dispersal of the different tribes. The only advantage to the missionaries during the German occupation, was a feeling of relative safety. The German government made a small grant available to the missionaries, on condition that German was taught and used as the medium of instruction at the missionary schools instead of Dutch, as had previously been the case. During the German occupation the need for schools for immigrant German children arose. Several schools were established with German as the medium of instruction. There were at that stage a number of Afrikaans speaking farmers as well as English speaking residents, whose children had to attend the schools established by the Germans and where they had to be taught through the medium of German. This caused conflict between the different White language groups, as each group felt that its culture and identity was being undermined. As a result, private schools for certain sections of the White population were established. When the South African forces conquered the territory in 1915, South West Africa became a mandate of South Africa through the treaty of Versailles. During the mandatory period the peoples of the country entered a period of peacefulness, stability, prosperity and security. Education progressed and an inspector of Education was appointed to investigate the educational system and the possibility of education for all the population groups at South West Africa. This investigation resulted in the publication of the first proclamation regarding education in 1921. Another proclamation followed in 1926 and in later years more educational laws, proclamations and ordinances followed, which were for the most part based on the original two proclamations or were supplementary to them. During the German occupation the Afrikaans speaking community entered into a language conflict that lasted for almost three decades. The Afrikaners insisted that their children be tutored through their mother tongue and by their own teachers. After 1915 when South Africa became the Mandator, the position was completely reversed and for decades the German speaking community pleaded for their children to be taught through the medium of German. Their pleas eventually proved fruitful and German schools were established. The Central control of education for the three main population groups, namely the Whites, Black, and Coloureds, was vested in the Department of education of South West Africa under the control of the Director of Education. It was only after 1958 that local control in the Non-White schools was granted to parents. It was, however, the duty of the Education Department to ensure that the prescribed policy of education was carried out. The control of Black and Coloured education changed hands at the beginning of 1969. It was felt that it would be more beneficial to both the Black and Coloured groups if Black education was controlled by the South African Department of Bantu Education and if Coloured Education was controlled by the Department of Coloured Affairs of the Republic of South Africa. Thus, since 1969 the South West African Department of Education has only controlled the education of the white inhabitants of the country. This study also illustrates the growth and expansion in the numbers of pupils of all the nations of South West Africa, the number of schools and of teachers. It was no mean task to comply with the demands that resulted from the extraordinary growth in education. Different types of schools became necessary as modern needs demanded and these were established according to the needs of the pupils. In order to provide teachers at the same rate in which the number of pupils and schools expanded, proved to be a further problem and a formidable task. Every possible effort was made to equip the schools with well qualified and well trained teachers as the demands increased. Other factors, namely differentiated education, community schools, parent participation, teaching through the mother tongue, development of orthographies for the different Black languages, the demands made by the United Nations, the intervention of other countries and tile new dispensations in South West Africa all added to make education a formidable task. / Proefskrif (DEd)--PU vir CHO, 1986

The problems of senior pupils of primary schools are of a twofold nature. Firstly, these pupils experience problems of a personality-educational nature and to a lesser extent, in the choice of a vocation, -- as a result of the particular phase of life in which they find themselves. Secondly, these pupils experience problems as result of the important decisions which they must make with regard to the various study directions offered in secondary education. In this investigation an attempt has been made through the study of various literature (as well as on grounds of practical experience) to contribute towards finding a solution to the problems which pupils experience under the present system of school guidance. This has been achieved by making a study of education, guidance, the phase of development of the senior primary school pupil and of the system of differentiation in education. Attention has also been drawn to the present circumstances applicable to the counselling of senior primary school pupils. Finally, guidelines are presented and suggestions made in connection with an effective system of guidance at school. A study of education and guidance has shown that guidance cannot serve as a replacement for education. Rather, it serves as an extension of the total programme in education. The senior pupils of primary schools reveal physical, motoric, emotional, social-cognitive and religious characteristics, as well as factors in regard to interest and aptitude which can only be comprehended after a thorough study has been made of these pupils and the development phase in which they exist at a particular time. A study of the practice of school guidance in primary schools has revealed that prior to 1970 no organised system of guidance, in any of the provinces, was in existence. At present the various education authorities do realise the need for an organised system of guidance at schools, however, there is a lack of agreement amongst the authorities as to the composition of such a system. Guidelines are laid down and suggestions made in connection with an effective system of guidance for the senior pupils in primary schools. Aspects which have received attention are the responsibility of staff, the allocation of time for guidance, a proposed programme for a school guidance service as well as how pupils can be assisted towards making meaningful choices with regard to the different study directions offered in secondary education. Certain recommendations arising from this study, are put forward at the conclusion. / Thesis (MEd)--PU vir CHO, 1981

The main objective of this research is to discover the factors influencing pupils at a specific school in their choice of subjects, and to ascertain as far as possible the effect of the various factors. A questionnaire was set for all the pupils and this was followed up with personal interviews. The following are the most important conclusions drawn: 1. Parents, a respected relative or a friend who has achieved success in a certain vocation have the greatest influence on a pupil. This is followed in diminishing order of influence by school friend~ brothers and sisters, the teacher of a favourite subject, the guidance teacher, the principal and the class teacher. 2. Parents and friends exercise greater influence on the choice of subjects by U-course pupils and E-course pupils respectively. 3. As regards the subjects chosen, the incentive is either interest or usefulness in a future career. The research made it clear that the following should receive prompt attention1 1. Objective information about the content and value of subjects, as well as the implications of chosen courses should be made more readily available to the public, while specialists appointed by the Education Department should discuss the possibilities of each in the press or on the radio. When television is available this can figure prominently. 2. Sufficient and well trained counsellors and guidance teachers with the main responsibility of giving fundamental scientific guidance regarding choice of subjects, courses and careers, should be appointed. / Thesis (MEd)--PU vir CHO

I. A CONCEPT FORMULATION AND DESCRIPTION OF THE INVESTIGATION In the Christian school the teacher acts as a substitute for the natural parent of the child during school hours. With the parent he is co-responsible before God for the spiritual welfare of each child, although the parent can never get away from his baptismal vow. Substitute parentship gained new significance with the introduction of tutor teaching in Transvaal schools in 1963. Tutor teaching was introduced as the most important component in differentiated education. It supposes scientific individualised education where each child is observed as a person with particular needs, talents and gifts. In a changing world with its many pot-holes, misrepresentations, double standards, etc., not only the child but also the parent seeks solid values and norms. It appears that material prosperity resulted into selfishness and laziness of many people. The responsibility for the education of their children is easily shifted on to others, while mental achievements at the cost of level-headedness are seemingly •the most important aim of many parents. Under these circumstances tutor teaching is becoming more significant. In the primary school where the child receives his primary education, it is essential that each child is known as a whole so that both his possibilities and his limitations can be identified as early as possible, and that immediate attention can be given to them. But tutor education also demands meaningful and scientific conferences with the natural parents, so that parents can be enlightened and informed about their child on the one hand, but also to direct many parents on the other hand. The aim of this investigation is besides establishing the value and place of tutor teaching in the Afrikaans medium primary school in Transvaal, also to determine whether the system of tutor teaching can be used as an aid in national education and national exaltation, and to indicate direction in the light of findings. In this investigation the historical, empirical and questionnaire methods of scientific research have been used. B. HISTORICAL AND FUNDAMENTAL TEACHING AND THE GUIDANCE OF THE TUTOR AND GUIDANCE BY THE TRANSVAAL EDUCATION PLACEMENT OF TUTOR PROGRAMME (INTEGRATION SYSTEM) AS PRESCRIBED DEPARTMENT Since the earliest times parents were responsible for the education of their children. With the progress through the years this task became too comprehensive and schools became necessary to assist parents in the teaching of their children. Parents were not exempted from their educational and teaching responsibility as regards their children, but their task was only supplemented by the school. In the Transvaal the teacher has always acted as supplementary parent of the child during school hours. Supplementary parentship means to be guardian of the child. Guardian or tutor teaching is a natural consequence of supplementary parentship and stresses the necessity of individualised teaching and education. The Transvaal Education Department introduced the system of tutor teaching in 1963. Underlying the success of the whole system, the accent is put on the relationship of confidence that should exist between guardian teacher and child, observation of the child W1der all circumstances and the necessity to guide and inform the child in respect of all his needs. To know the child as a person who has specific needs, knowledge of his home background is indispensable. Without this knowledge true education is impossible. In the primary school the classroom teacher is also tutor teacher. Without doubt tutor education has tremendous possibilities, but the way in which the system has been implemented in the primary school, gives the impression that it is not really considered important. This impression is confirmed by the fact that instructions in regard to tutor teaching to headmasters of primary schools and rectors of colleges of education, have initially been vague, that even today colleges pay little, if ru1y, attention to theory and practice of tutor teaching and that it has never been the subject of a headmasters' symposium or an orientation course. It was simply expected of headmasters to implement tutor teaching and the guidance programme later on without thorough enlightenment. In addition it was left to head= masters themselves to decide whether time should be allocated for tutor periods, whether individual records should be kept for the children and whether house-calls by tutors should be done. PRESENT CULTURAL, POLITICAL AND ECONOMIC SETUP AND VIEWS AND THE NECESSITY FOR NATIONAL EDUCATION The highest calling as regards their children is for the normal Afrikander parent with a Christian-national outlook, to lead them by example and attitude towards God. Coupled herewith the parent will strive to see that his children are well-adapted and useful citizens of their country, and that they should render a life of service in their particular cultural pattern. Such a parent may justly expect that the Christian-national school should assist him in his task. The Afrikaans speaking citizen differs from the English speaking citizen in outlook in their respective cultural patterns. In this chapter certain shortcomings in the Afrikander's Christian-national way of life are pointed out, of which the Christian-religious need is most important. From this need flows forth the alarming number of divorces which leaves ten thousands of children without a father, a mother or a home, in a heartless world. Permissiveness amongst adults takes on bigger dimensions which is also notable in the seemingly approval of pornography. Due to the "missing” father as the person with authority ru1d the mother who has to fill this additional role, there is a negative educational environment in many homes. Children may become emotionally unbalanced, may revolt against authority and may take their refuge to drugs. It appears that adults do not offer the youth ample challenges, which are characteristic of the many children who leave school at an early age. People become more egoistic and human relationships, not only between White and White, but also between White, Black and Coloured, seem to be poor. Where the Afrikander's biggest need is of a religious nature, it appears that the solution lies in the revaluation of the family and its values. The family which is the back bone of a nation, has been discussed for many years, but nothing has been done on large-scale in an organised manner, to guide parents. Against this background and need, the tutor teacher must fulfil his vocation as national educator. He can rely on the assistance of the orthodox parent, but the majority of parents appear to shift their responsibilities on to the teacher, and expect aid and enlightenment from him. For the survival, not only of the Afrikander, but also for that of the entire White population and the other population groups in S.A., it is imperative to start with national education on a comprehensive scale. National education has already been done in countries like America, Canada and Holland. In S.A. tutor teaching can be used as a powerful and efficient instrument in national ennoblement, if the Christian school realises its vocation and if teachers are adequately equipped for their task. Guardians - parents and teachers - should then communicate with each other on a Christian-national basis. D. TUTOR TEACHING IN THE CHRISTIAN SCHOOL AND ITS IMPLICATIONS FOR THE CHILD AND THE GUARDIAN At present the responsibilities of the tutor teacher are exceedingly great and of eternal value. For the teacher, however, it is difficult to fulfil his Christian educational task and indicate direction, because circumstances which could have been eliminated are against him. On the one hand there are parents who expect Christian-national education from the school, but on the other hand, although legislation makes provision for Christian and national education, the same parents have a fatalistic inclination in that they do not demand that Christian-national education is put into practice. Teacher training takes place in a spirit of neutrality without a thorough knowledge of the Christian-Protestant matrimonial and baptismal formulary, the Heidelberg catechism and concordances. Most of the headmasters do not regard the Christian foundation of education and teaching as of fundamental and foremost importance. It appears therefore that not much positive motivation from headmasters to their staff can be expected. It is an extreme pity, even fatal, because true education takes place in the classroom. In a time where the school and its tutors should give true and purposeful guidance to child and parent, one gets the impression that the school gives a little religious instruction, cultivates a little culture, moralises a bit and does a lot of scholastic and sports "training". All these are done with or without the co-operation of parents. Furthermore, it appears as if all the controlling is focused on subject methods and scholastic progress. In defence of the practical positive Christian headmaster can be alleged that he is overburdened with administrative and other duties and cannot therefore pay sufficient attention to tutor education. The result is that his staff may also be unmotivated in respect of the Christian-national aims and they are simply teachers who teach. The family has particular problems due to the "missing" father figure and the mother who in many instances has to fulfil the double burden of bread-winner and educator of the children. The school must realise these conditions because in many cases permissiveness, as well as problems of order and discipline arise from them. Teachers are inclined to meet out uniform punishment for infringements without thorough investigation of the reasons for the infringements and without eliminating those causes. The tutor should also ascertain by means of investigation. what the attitudes and inclinations of parents are in different environments. By doing this he will have a better conception of the child, because the child is a product of his family and environment. By showing real interest in a child, the teacher can where necessary influence parents positively by means of discussions. Tutor teaching and individual teaching con only have meaning when the tutor observes each child in a purposeful, systematic and objective manner in respect of every facet of the child's life. He cannot educate in mass, only individually. To do this, he should put in writing his own observations of the child, as well as all other available information. Some of the most important information can only be obtained from the parents by means of house-call or parent-teacher conferences. E. PARENT-TEACHER CONFERENCES AS AN IMPORTANT MEANS TO TUTOR TEACHING The parent and the teacher are the two biggest allies in the education of the child. Both parent and teacher observe the child. The parent knows his child from birth and this intimate knowledge is very valuable to the tutor. Without conferences, this knowledge is lost to the tutor, to the detriment of the child. Through discussions the teacher gains larger insight of the child and also of the parents' attitudes towards education and teaching, religion, culture, ideals, etc. By showing real interest in each child the parent gains confidence in the school and the parent can be influenced to change detrimental or negative attitudes. Where these attitudes cannot be modified, it may still be possible for the parent to change his attitude towards his child for the good of the child. In this chapter the different kinds of conferences and the approaches, the feelings of children, parents and teachers towards one another - and the records that should be kept, are discussed in detail. Conferences, especially where house-call is unpractical or impossible, are indispensable in tutor teaching. Especially in the Christian school, parent-teacher conferences should form an integral part of the school programme even during school hours. Conferences should not be merely incidental that could be neglected at random. On the contrary, conferences are essential because the school claims that it educates as an individual the entire child. Unfortunately there is no proof that student teachers have any training in the technique of discussions with parents. F. TUTOR TEACHING (GUIDANCE) AS IT IS IMPLEMENTED IN THE AFRIKAANS MEDIUM PRIMARY SCHOOL IN TRANSVAAL The information as included in 273 questionnaires has been tabulated. The majority of headmasters from whom responses have been received, are headmasters of PI, PII, and PIII schools, viz. 252 while 21 are headmasters of PIV schools. As regards qualifications 61,9% of the headmasters have higher qualifications that the prescribed minimum requirements for their posts, 30,8% have post-graduate degrees, while 21,6% are busy with further study. More than 80% of the headmasters are of the opinion that not only can tutor teaching be implemented in the primary school, but that it is in fact necessary. Nearly 94% of the headmasters agree that children's home background must be known. The manner in which schools obtain this information, however, does not suggest that it is obtained scientifically or that data are reliable. The impression is that where information has been obtained, many schools rely on guess-work,. Only 15% of the schools make provision for tutor periods on their time-tables, which vary from 10 to 90 minutes per week. More than 50% of the schools keep records of the children. Although 96% of the headmasters think that parent-teacher conferences are important and that conferences take place at an average of 2,3 per year, there is no indication that individual conferences are conducted. Most of these conferences are of a social nature and consist of parent evenings and/ or displays. The average number of parents per school which is contacted per year in this manner is 62,1% while 55,2% of the parents with children who have scholastic or behaviour problems are reached. The majority of headmasters are not in favour of individual parent-teacher conferences during school hours. Only 7 of the 273 headmasters had tuition in tutor teaching inter alia by self-education. Although tutor teaching was started in 1963, only 88 (2,2%) of the 4 032 teachers at the 273 schools had tuition in tutor teaching. It could have simplified matters for headmasters if a larger number of teachers had had tuition in tutor teaching. Nearly 94% of the headmasters are in favour of in-service-training of teachers in education which could also mean a category increment. It indicates the urgent need of teachers and the probable realization of their inability to cope with matters without thorough tuition in education. Most of the schools, viz. 69,9% have parent-teacher associations. It is an indication that parents participate in school activities. Headmasters could give in their responses their views on any aspect of tutor teaching. This indicated undeniably that most of them realise the importance of tutor teaching and that anxiety exists about the child and many parents. But above all they indicated the urgent need for clear guidance and enlightenment.. This applies to guidance for teachers, parents and children, to an acceptable and standardised tutor record card and the time to be allotted for a tutor period in a full time-table. A reproduction of an experiment with parent-teacher conferences during school hours about progress reports is also given in this chapter. The experiment showed that this. type of conference is practical and that the child as well as the parent and teacher benefit from it. It also compels the tutor to give attention to the individual child and to report instructively about him. Questionnaires which were completed by parents and teachers, clearly showed that the child can only benefit when parents and teacher communicate. It, however, demands meaningful and purposeful guidance and motivation of teachers. Via these conferences on progress reports, group conferences can be initiated where parents and teachers can discuss current educational problems. The headmaster should, however, always take the initiative and lead. With the new guidance programme and the necessity of sports and group tutors, the probability of a so-called teachers workshop has been investigated. During these meetings the headmaster and vice-principals, as well as the group tutors discuss problems which emerge from parent-teacher conferences, as well as the needs and problems of the children in general and individually. This is the opportunity where the "top management" of the school can be motivated about all the aims of the Christian-national school, which can have effect with the other teachers. In respect of extramural activities, it has been proved that all the pupils of a school can partake in cultural and sport activities by means of sport and culture periods. A tutor record card is also shown in this chapter. Some of the particulars are obtained from Ed.Lab.cards, while most of the information is derived from intensive observation of the child by the tutor. Where house-call is impossible, the necessary background information of a child can be obtained by means of written questions to parents and by individual conferences. G. TEACHER TRAINING AND OTHER MATTERS AND HOW THEY AFFECT TUTOR TEACHING AND THE CHRISTIAN SCHOOL Legislation provides for Christian and national education in Transvaal schools. Teacher-training has a functional, educational and professional aim. It is doubtful whether college students are trained in the Christian-national way of life. Selection of candidates with regard to their way of life, evaluation by lecturer and headmaster and practical experience in tutor teaching and parent-teacher conferences during practise teaching are matters discussed in this chapter. It appears as if student, teacher and headmaster are not evaluated according to the example they set or to their attitude in regard to the implementation of the Christian and national educational policy. These are matters which closely correlate with tutor teaching because the tutor should carry out the Christian-national way of life. It is alleged that as soon as a large number of women become members of a profession which provides for both sexes, that profession tends to loose prestige in the eyes of the public. It is not implied that this is the case in primary education, but the large number of women makes it difficult for boys to identify themselves with men. Serious attention should be given to the shortage of men in the primary school. It is possible that potential men recruits might see the teaching profession as a woman's profession and as a result they don't feel attracted to the profession. As regards qualifications, more than 70% of all teachers in Transvaal have 3 years and less training as teachers. Most of them are women. Because many married women have to serve the double role of housewife and teacher, they probably do not see their way open for additional study, to the detriment of education and teaching. It seems necessary that the authorities, because they previously found it in order for teachers to suffice with 2 and 3 years training, should provide courses for these teachers to improve their qualifications. From this investigation it was clear that a course in Christian education whereby all the aims of Christian-national education, tutor teaching, parent-teacher conferences, etc. should be implemented and started. There is a serious need for such a course. II. FINDINGS AND RECOMMENDATIONS A number of deductions are made and recommendations are put forth. III. MATTERS THAT REQUIRE FURTHER INVESTIGATION A list of problems encountered in this investigation finalises this chapter. / Proefskrif--PU vir CHO, 1974

In this study the author reflects on the education which pupils receive at special schools in the Transvaal. The aim of the study has been to determine possible contributory factors to and problem areas in the present field of Special Education which might lead to special school pupils being disadvantaged in their later professional choices as adults. Following the completion of the study a number of recommendations are made which arose out of the study. In order to obtain a proper perspective on Special Education, the following aspects were investigated: education and professional maturity; special schools; the curriculum and professional options for special school pupils; and means of measurement. A questionnaire covering a number of important aspects of Special Education was sent to all the principals of special schools in the Transvaal. Upon receipt of the completed questionnaires they were analysed and interpreted. A Departmental Survey of special school pupils who left school in the course of 1982 was integrated with the results of the ' questionnaire in order to obtain a more comprehensive synthesis with regard to the education offered and the pupil's ultimate choice of profession and their employment opportunities. From the study it emerged that there are definitely certain weaknesses within the present situation in Special Education which inhibit these pupil's professional maturity and their ultimate employment prospects. Certain conclusions were reached and a number of recommendations were offered in order to make a contribution towards a possibly more favourable education of these pupils. / Thesis (MEd)--PU vir CHO, 1985

The aim of this investigation was to review the position of the formal and formative education of the blind in the RSA, to pay particular attention to crucial problems and, by means of a scientifically accountable interpretation and evaluation, to arrive at meaningful recommendations in respect of a system of education for blind pupils. As regards the situation in the RSA, various methods were employed to obtain information. Visits were paid to schools, questionnaires completed by school principals and members of the staff, and interviews conducted with experts in various fields. Questionnaires were also sent to schools for the blind in certain overseas countries and an intensive literature study was undertaken. Being blind implies particular limitations in comparison with the seeing person. The blind person's exploration of his world is hampered; he is deprived, to a certain extent, of his freedom as a person and limitations are imposed on his potential of self-determination; his fellow-man may deny his human dignity; his opportunities and possibilities for self-actualization are restricted, and his future perspective is blurred. Certain educational directives arise from these implications of being blind. These include the following: The necessity of differentiated formal and formative education; the preparation of the blind child for the reality of life among the seeing, but also acknowledgement of the blind person's potential and limitations; the advancement of the mobility of the blind; the necessity of the effective use of his remaining senses, and aid to the blind child in respect of social integration, use of leisure, orientation with regard to the opposite sex, and his creative self-realization. The NG Kerk has made a particular contribution towards the establishment of education for the blind in the RSA. Education for the blind has, in die main, remained centralized at the School for the Blind at Worcester because the number of blind pupils has never increased to such an extent to justify a fully fledged second school for White blind children. Schools for the visually handicapped (blind and partially sighted children) are government-aided. The task of the church control bodies of these schools is, strictly speaking, mainly of a advisory nature. The fact that financial assistance for expansion, additional staff and other educational services can be provided by the church control body offers the principals of these schools the opportunity to display personal initiative in order to eliminate educational problems. As in the case of the RSA, there are indications that there is no significant increase in the number of blind children in overseas countries, although the percentage of multihandicapped blind children is increasing. Whereas mentally handicapped blind children are in fact admitted to schools for the blind in the RSA, it is the tendency in some overseas countries to provide for those children in separate schools or institutions. Comparative studies have revealed that the young blind child generally takes longer to obtain a grip on reality, is slower to master language and develops at a tardier tempo at the motor and social level than the normally sighted child. The presence of a blind child in a family often impairs the parent-child relationship. For this reason, parents have a need of assistance with regard to the formal and formative education of their pre-school blind children. In some overseas countries, such assistance takes the form of visits to parental homes by teachers and social workers as well as the establishment of parent clinics which are attended by parents and their blind toddlers and nursery schools for blind children. There are three factors basic to the uncertainty in respect of the applicability of a numerical criterion as a yardstick for admission to schools for the blind, viz: The possibility of a faulty evaluation on the part of the ophthalmologist; the fact that visually handicapped children sometimes use their remaining vision in totally different ways, and the uncertainty with regard to the determination of the progressiveness of the eye condition. At some schools for the blind in overseas countries, the inflexible separation of braille candidates and the partially sighted is eliminated by instructing border-line eases through the tactile as well as the visual medium. School-going pupils may be divided into three categories, viz pupils who are prepared for entry into sheltered workshops; pupils who, after receiving vocational training at school, make a direct entry into the open labour market and pupils who complete their secondary school careers successfully and continue their training at tertiary level. This provides an indication of the comprehensive nature of the School for the Blind at Worcester. As regards pre-prima~ blind children, they are provided for, from the approximate age of five years, in a preparatory class which offers a formative educational programme. The instruction programme in this class includes, inter alia, number concepts, religion, oral work, singing and music, elementary handwork and the elementary principles of braille. The extramural programme of these children is concentrated in particular on the promotion of their orientation in respect of reality, socialization and mobility. During the exploratory visits to schools for the blind, it appeared that primary school teachers succeed in individualizing the instruction to a considerable extent, in ensuring the involvement of the blind child in the classroom activities and in breaking through his wall of isolation. They are also capable of integrating educational aids in an accountable manner and to give priority to assisting the young blind child in his development towards independence. At the School for the Blind, remedial education is offered in Adjustment classes, whereas mentally retarded blind pupils are transferred to Special classes. Syllabuses and curricula offered in the secondary section of the School for the Blind are basically similar to those at schools for normally sighted pupils. Differentiation within the class context occurs mainly by devoting individual attention to pupils, interclass grouping, variation in the rate of progress and the elimination of more difficult sections of the subject-matter for less gifted pupils. The matriculation results of the School for the Blind compare extremely favourable with those of schools for normally sighted pupils. It appears from the educational programme which is offered that specific attempts are made to cope with the unique problems which confront the education of the blind. There is differentiation in respect of the various aspects of the educational programme. These methods of differentiation refer to blind pupils among themselves as well as to blind pupils in contrast with normally sighted pupils. By employing an adaptable approach, considerable progress has already been made towards extending effectively the educational programme for the blind in the light of the blind pupil's needs and the demands of a seeing world. As regards vocational training at the School for the Blind, provision is made for various categories of blind children. The most important problems which are experienced in this regard are the limited occupational opportunities existing for the blind, which consequently hamper the extension of vocational training at the school. The nature of the vocational training of the blind in various overseas countries is largely similar to that offered in this country. Unlike the practical situation at the School for the Blind at Worcester, general education still forms an integral part of vocational training programmes at schools and training institutions for the blind in England and Belguim, in particular. A considerable number of the teaching staff at the School for the Blind at Worcester do not possess the Diploma in Special Education. This may be attributed to the fact that some teachers took the former internal course which the school itself offered; that others were trained abroad; that some have had so many years of teaching experience that further training is not deemed necessary and that others are still engaged in the course. In addition to the tertiary training of the staff, particular attention is devoted to in-service training at schools for the blind in the RSA. The improvement in the course of time in the staff position at schools for the blind in the RSA indicates that, with the aid and co-operation of the responsible departments, much has been achieved. However, the fact that certain class groups have, of necessity, to be grouped together and that certain posts are financed by church control bodies' would indicate that problems regarding adequate teaching staff are constantly being experienced. The comprehensive character of the School for the Blind, in particular, renders liberal staffing essential. The scope of psychological and guidance services at schools for visually handicapped is impressive. Pedodiagnosis is undertaken and individual assistance is provided in respect of pupils with problems pertaining to the person structure; complete personal profiles of pupils are drawn up; remedial instruction is given on an individual basis; play therapy is applied and guidance offered with regard to the choice of subjects, field of study and occupation. However, problems are experienced in obtaining suitable evaluation media. Ophthalmic, optometric, medical, physiotherapeutic and speech therapeutic services, on a full-time or part-time basis, are available at schools for the visually handicapped in the RSA. The increasing number of multihandicapped blind children demands that medical and paramedical services should be concentrated to a greater extent on the needs of these children. The provision and use of educational aids which render possible and facilitate learning through the tactile and auditive medium are directly related to the degree of success achieved in the teaching of the blind. The School for the Blind at Worcester has a tape recording studio and a braille printing works. In order to try and ensure that the blind child will arrive at meaningful interpretation and the accurate forming of concepts, use is made, inter alia, of true-to-life models which the child can feel. The hostel as an educational milieu has been established by the educational authorities but does not, as such, constitute a natural educational environment. Justice can only be done to the task of education in the hostel if the child accepts the authority of the house parents, education by means of identification succeeds, house parents are required to assume responsibility for educating only a fairly small group of children and one guards against the real danger of isolating the blind child. The considerably distances between many parental homes and the School for the Blind at Worcester cause some pupils to visit their parents at home comparatively rarely and liaison between parents and staff is also affected as a result. Apart from the more formal educational, training and guidance programmes which are offered, schools for the blind have a particular responsibility in various other respects. Instruction in orientation and mobility, as well as in the mastery of everyday household tasks, is provided at the School for the Blind at Worcester. An important aim of the participation of the blind in recreational and cultural activities is to promote their social integration in the seeing community. Various schools for the blind in overseas countries devote attention to sex education. The formal sex and marriage guidance programme which is offered at the Bartimeus Institute in Zeist (Nether= lands) is regarded as successful and even parents of blind day scholars have requested that their children be included in this programme. Fields of study in which blind school-leavers of the School for the Blind continue their studies at tertiary training institutions are the following: Theology, law, teaching, physiotherapy, social work and music. Students sometimes experience specific problems in obtaining textbooks in braille or on tape. Fields of study in which some blind persons are studying at the tertiary level in overseas countries but which have not, at this stage been established as fields of study with occupational possibilities for the blind are nursing, programming, journalism and the natural sciences. In addition to the School for the Blind, there are various bodies which concern themselves with the occupational placement of the blind, as well as with after-care on behalf of blind persons who pursue occupations. The major problem with regard to the occupational placement of the blind is the fact that occupational opportunities are limited which renders difficult an accountable occupational choice on the part of the blind person. Blind persons in the United States of America enter a wider variety of occupations than in the case of any other country involved in the investigation. The exploration of accessible occupations for the blind in the USA is based mainly on occupational analysis and various occupations are split up in such a way that blind persons may be integrated productively. In the light of the investigation, recommendations were made in respect of the following aspects of the education for the blind in the RSA: 1. The control of education for blind pupils. 2. Certain organizational aspects of the education for blind pupils. 3. Provision for the pre-school blind child. 4. Measures with reference to the admission of pupils to schools for the blind. 5. Differentiation in various study courses with reference to different categories of blind pupils. 6. The curricula with reference to various study courses and school phases. 7. Grouping of pupils and, in particular, the combined instruction of blind and partially sighted pupils (border-line cases) in the classroom. 8. Continued vocational training at schools for the blind and the nature of the vocational training courses. 9. The training of teaching staff. 10. Staffing at schools for the blind. 11. Psychological and guidance services at schools for the blind. 12. The production of literature in braille and on tape and the manufacture of other educational aids. 13. The integration of braille candidates in ophthalmic and optometric services and the provision of medical and paramedical services with reference to multihandicapped blind children. 14. Measures regarding residential schools for the blind. 15. The expansion of the teaching of orientation and mobility to blind children, use of leisure, the social integration of the blind child, marriage and sex guidance to blind children, and the creation of opportunities for blind children to realise their creative potential. 16. Measures to promote the occupational placement of blind school-leavers. 17. The expansion of occupational opportunities for the blind. These recommendations with regard to the formal and formative education of the blind in the RSA envisage the introduction of certain essential innovations, the eliminations of existing crucial problems and the extension of differentiated education. / Proefskrif--PU vir CHO

Thesis (MEd)--PU vir CHO