The purposes of the study were (1) to determine the perceptions of high school principals and special education directors toward the participation by mentally retarded (MR) and learning disabled (LD) students in extracurricular activities in small, medium, and large schools, (2) to compare the perceptions of high school principals and special education directors, (3) to determine the perceptions of high school principals and special education directors toward the mandates of Public Law 94-142 which deal with extracurricular activities, (4) to compare the perceptions of principals and special education directors in regard to those mandates, (5) to compare the perceptions of high school principals in the three school sizes, and (6) to compare the perceptions of special education directors in the three school sizes. Based on the findings of this study the following conclusions are presented. 1. It appears that working closely with the special education program may help to improve perceptions toward students and laws affecting them. 2. It appears that principals’ perceptions may be improved through a more personal relationship with and awareness of MR and LD students and the laws affecting their education. 3. Low scores in regard to Public Law 94-142 may indicate an intolerance and lack of understanding of the law or philosophical differences in regard to mandated programs. 4. Low scores by principals in particular on the law section may be due to lack of ample time available to study the law. 5. There appears to be no differences in perceptions of principals in Texas high schools regardless of school size. 6. It appears that smaller schools with fewer special education students have special education directors with more positive perceptions than the directors in other school sizes.

The goal of this project was to survey selected school systems in the State of Florida and to determine their philosophies, policies: and techniques for grading reading. The area of special concern was children reading below assigned grade level but up to potential. The focus of this paper was to identify reports to parents that dealt in a positive way with below grade level readers and allowed for effective as well as cognitive development. Positive aspects of current reports were pointed out and suggestions for improvement to better serve needs of children reading below grade level were made. Since most school systems do give grades, recommendations were made for further research and development of this project topic.

Children in the Duval County School System in Jacksonville, Florida, who are low/average achievers have to compete in a multi-graded classroom atmosphere. These students are passed along supported by low minimum-based competency test scores. The purpose of this project was to show teachers how they can present mnemonic procedures to these students in an effort to help these students raise test scores, boost self-esteem, and provide a self-help study device that can aid their progress in subsequent grades, aid morale, and thus avoid potential drop-outs in the system. This curriculum design is offered in the subjects of health and science. The research reviewed shows that mnemonic procedures can be used in all subject areas in the fifth grade.

According to the National Policy for Assessment Grade R-12, South African learners are either promoted or progressed to the next grade. This study focused on teachers’ views on teaching progressed learners in primary schools in the Lichtenburg District. According to the National Policy Pertaining to the Programme and Progression Requirements, the term ‘progressed’ means the movement of a learner from one grade to the next grade excluding grade R, in spite of the learner’s non-compliance with all the promotion requirements. The theoretical framework was provided by the behaviourist, social constructivist, and interactive learning theories. A literature study investigated the accommodation of progressed learners in Zimbabwe and the United States, albeit the use of different terminology to identify the learners, and reasons for the increase in progressed learners in South African schools since the inception of the new curriculum policy and the progression policies. Against this background, a qualitative study was conducted and a purposeful sample of six primary school teachers teaching English First Additional Language to grade six progressed learners at two selected primary schools in the Lichtenburg district was selected. Data were gathered by interviews, observation and document analysis. Findings indicated that teachers were constrained by overcrowded classrooms, lack of teaching resources and school infrastructure, poor learner behaviour, poor attendance of remediation sessions and lack of parent involvement. Teachers were not trained to teach progressed learners and tended towards teacher-centered approaches. Based on the literature and the findings of the qualitative inquiry recommendations for improved practice were made. / Curriculum and Instructional Studies / M. Ed. (Curriculum and Instructional Studies)

Labels are still used by professionals to describe differences and abnormalities in behaviour and academic skills. The label `learning disability' has advantages and disadvantages in terms of the different ways it is interpreted and experienced by society, teachers, parents and the child himself. The mother, as an important person in the child's life, has perceptions and experiences of the concept that she communicates to others. The perception and meaning that the mother attaches to the label impacts on her thoughts, words and behaviour and on the child himself. The aim of the study was to investigate the mother's perception, experience and handling of her child's label of learning disability. The research took the form of a qualitative analysis where data was collected using interviews. From the empirical study it would seem that the mother's interpretation, experience and involvement in the labeling of learning disability has an influence on the learner's perception of his learning disability and whether he internalized the label and behaves accordingly. Mothers need to be given enough information so as to develop realistic perceptions about learning disability to equip their children with the necessary skills to overcome their learning problems and so fulfil their places in society. / Educational Studies / M.Ed.(Guidance & Counselling)

Labels are still used by professionals to describe differences and abnormalities in behaviour and academic skills. The label `learning disability' has advantages and disadvantages in terms of the different ways it is interpreted and experienced by society, teachers, parents and the child himself. The mother, as an important person in the child's life, has perceptions and experiences of the concept that she communicates to others. The perception and meaning that the mother attaches to the label impacts on her thoughts, words and behaviour and on the child himself. The aim of the study was to investigate the mother's perception, experience and handling of her child's label of learning disability. The research took the form of a qualitative analysis where data was collected using interviews. From the empirical study it would seem that the mother's interpretation, experience and involvement in the labeling of learning disability has an influence on the learner's perception of his learning disability and whether he internalized the label and behaves accordingly. Mothers need to be given enough information so as to develop realistic perceptions about learning disability to equip their children with the necessary skills to overcome their learning problems and so fulfil their places in society. / Educational Studies / M.Ed.(Guidance & Counselling)

Summaries in English and Afrikaans / Practical research has shown that children with learning disabilities often experience psychosocial problems. These problems not only have an influence on the parent-child relationship, but also impact negatively on the psychological development of the child. The objective of this study is to explore these psychosocial problems by investigating the personal experiences of the learning disabled child within his immediate family. The literature study on learning disabilities shows that it is a complex condition that not only manifests in learning problems, but which can also adversely affect the child in totality. The Relation theory, an educational psychological perspective, functions as a theoretical framework for exploration, and is discussed with reference to psychosocial problems of the learning disabled child. In the empirical study, the researcher has primarily employed projection techniques to investigate the child's experiences of himself and his relationships with family members, from his internal frame of reference. From these findings, recommendations are proposed for psychotherapy. / Uit die praktyk blyk dit dat leergestremdheid by kinders dikwels met psigososiale probleme gepaard gaan. Nie alleen beinvloed hlerdie problema die ouer~kindverhouding nie, maar dit het ook 'n negatiewe invloed op die psigiese ontwikkeling van die kind. Die doel van die studie is om die persoonlike belewenisse van die leergestremde kind binne die gesin te verken. Die meratuurstudie wat oor die verskynsel van leergestremdheid gedoen is, het getoon dat dit 'n kompleksa toestand is wat nie aileen met leerprobleme gepaard gaan nie, maar ook die kind in sy totallteit nadelig bei'nvloed. Die Relasieteorie, 'n opvoedkundig-sielkundige perspektief, wat as teoretiese raamwerk vir verkenning dien, is bespreek en waar toepaslik is na die psigososiale problema van die leergestremde kind verwys. In die empiriese ondersoek is hoofsaaklik van projeksietegnieke gebruik gemaak om vanuit die leergestremde kind se interne verwysingsraamwerk sy persepsies en belewenisse ten opsigte van homself en sy verhoud!ngs in die gesin te verken. Na aanleiding hiervan is aanbevelings vir terapeutiese hulpverlening gemaak. / Educational Studies / M. Ed. (Specialisation in Guidance and Counseling)

Summaries in English and Afrikaans / Practical research has shown that children with learning disabilities often experience psychosocial problems. These problems not only have an influence on the parent-child relationship, but also impact negatively on the psychological development of the child. The objective of this study is to explore these psychosocial problems by investigating the personal experiences of the learning disabled child within his immediate family. The literature study on learning disabilities shows that it is a complex condition that not only manifests in learning problems, but which can also adversely affect the child in totality. The Relation theory, an educational psychological perspective, functions as a theoretical framework for exploration, and is discussed with reference to psychosocial problems of the learning disabled child. In the empirical study, the researcher has primarily employed projection techniques to investigate the child's experiences of himself and his relationships with family members, from his internal frame of reference. From these findings, recommendations are proposed for psychotherapy. / Uit die praktyk blyk dit dat leergestremdheid by kinders dikwels met psigososiale probleme gepaard gaan. Nie alleen beinvloed hlerdie problema die ouer~kindverhouding nie, maar dit het ook 'n negatiewe invloed op die psigiese ontwikkeling van die kind. Die doel van die studie is om die persoonlike belewenisse van die leergestremde kind binne die gesin te verken. Die meratuurstudie wat oor die verskynsel van leergestremdheid gedoen is, het getoon dat dit 'n kompleksa toestand is wat nie aileen met leerprobleme gepaard gaan nie, maar ook die kind in sy totallteit nadelig bei'nvloed. Die Relasieteorie, 'n opvoedkundig-sielkundige perspektief, wat as teoretiese raamwerk vir verkenning dien, is bespreek en waar toepaslik is na die psigososiale problema van die leergestremde kind verwys. In die empiriese ondersoek is hoofsaaklik van projeksietegnieke gebruik gemaak om vanuit die leergestremde kind se interne verwysingsraamwerk sy persepsies en belewenisse ten opsigte van homself en sy verhoud!ngs in die gesin te verken. Na aanleiding hiervan is aanbevelings vir terapeutiese hulpverlening gemaak. / Educational Studies / M. Ed. (Specialisation in Guidance and Counseling)