Spelling suggestions: "subject:"verstandelik gestremdheid kinders"" "subject:"verstandelike gestremdheid kinders""
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Die benutting van fisiese fasiliteite aan 'n spesiale skool / Phillip George TophamTopham, Phillip George January 1988 (has links)
This study focuses on the mentally disabled pupil who receives
his education in a special school.
The mentally disabled pupil makes unique demands on the school.
To facilitate this type of education a particular curriculum and
suitable physical facilities have to be provided.
For the physical facilities to be up to educational standards,
the use of such facilities will have to be in accordance with
the aims of the special school. The educational use of said
physical facilities at a special school can be instrumental in
the eradication of the handicap a pupil at the special
school experiences.
It is the responsibility of the headmaster of such a school
to see to it that the physical facilities are used in such a
way so that the aims of the school are realize. To ensure
that the facilities are used optimally, the headmaster must
set a criteria which is unique to the special school.
The physical facilities of a special school for mentally
disabled pupils, being a part of reality, functions by
means of the structural moments of reality. The criteria
regarding the use of the physical facilities at a special school
is formulated in terms of the modalities of reality in which
the school functions. / Skripsie (MEd)--PU vir CHO, 1988
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Die benutting van fisiese fasiliteite aan 'n spesiale skool / Phillip George TophamTopham, Phillip George January 1988 (has links)
This study focuses on the mentally disabled pupil who receives
his education in a special school.
The mentally disabled pupil makes unique demands on the school.
To facilitate this type of education a particular curriculum and
suitable physical facilities have to be provided.
For the physical facilities to be up to educational standards,
the use of such facilities will have to be in accordance with
the aims of the special school. The educational use of said
physical facilities at a special school can be instrumental in
the eradication of the handicap a pupil at the special
school experiences.
It is the responsibility of the headmaster of such a school
to see to it that the physical facilities are used in such a
way so that the aims of the school are realize. To ensure
that the facilities are used optimally, the headmaster must
set a criteria which is unique to the special school.
The physical facilities of a special school for mentally
disabled pupils, being a part of reality, functions by
means of the structural moments of reality. The criteria
regarding the use of the physical facilities at a special school
is formulated in terms of the modalities of reality in which
the school functions. / Skripsie (MEd)--PU vir CHO, 1988
|
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Die opleiding van geestelik vertraagde kinders binne die Suid-Afrikaanse onderwysstelsel met spesifieke verwysing na die E.S. le Grangesentrum / Johannes Christoffel JordaanJordaan, Johannes Christoffel January 1988 (has links)
The mentally retarded child as a member of society should enjoy equality
of rights of existence just like any other individual created by God.
This study endeavours to research the training needed for white mentally
retarded children in the RSA and to what extent these needs are catered
for.
In a literature study an overview is given of relevant concepts and terminology
concerning mental retardation. Concepts with reference to the
Act for the training of mentally retarded children are used.
Possible criteria for identifying mentally retarded children are proposed.
These criteria should be present in a higher or lesser degree to confirm
mental retardation.
The utilization of these criteria are further discussed as aids in the formal
classification of retardedness.
The basic personal and social needs of the mentally retarded child are
perused as well as the need for industrial orientation. Attention is then
also given to the extent to which these needs are addressed in the RSA
and the facilities for "education" and training of these children.
The present criteria for admission and placement of these children in
training centres is also discussed.
An exemplary study of the E.S. le Grange centre for retarded children
was done to illustrate the concepts mentioned. The history and development
of the centre is described. An evaluation was made as to the extent
the needs of the mentally retarded children at the centre are fulfilled in
accordance with the background of Act no. 63 of 1974. It was found that
this centre fully subscribed to the said act.
Individual problem areas were however identified and suggestions put
forward for their rectification. / Skripsie (MEd)--PU vir CHO, 1988
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Beroepsgerigte onderwys aan spesiale skole in Transvaal / Andries Johannes van ZylVan Zyl, Andries Johannes January 1988 (has links)
Accountable education for mentally handicapped pupils who
receive their tuition at special schools should lead to
self-actualisation. The pupil achieves self-actualisation
through, among other factors, the choice of a sui table
career, as this helps him to become a useful, self-supporting
and competent member of society.
However, the training which a pupil attending a special
school receives, does not provide him with direct access to
training as an apprentice. Pupils often expect that the
practical fields in which they specialised at school will
lead to their obtaining employment in these fields and even
to their being given further training in their chosen fields.
Unfortunately, it is a fact that most of these pupils, on
leaving school, are appointed in professions that have little
or no bearing on their training at school.
In this study an attempt to found a pedagogically viable
vocational training programme for educable mentally retarded
pupils, based on literature studies, is made. The education
of these pupils is studied through the perspectives of their
restrictions, their potential, their expectations, their
needs and their right to vocational training. The interest
which parents have in the education of their mentally
retarded child, the special school's responsibility in
supplying suitable vocational training, as well as the role
that employers should play in this regard, are identified and
studied.
The programme of educational training at special schools in
the Transvaal is analysed in the light of literature studies.
The identification of mentally handicapped pupils, the
curricula for special schools and the syllabuses for the
majority of the subjects are discussed and problem areas are
identified. An empirical investigation confirms the actuality
of the identified problems. Questionnaires sent to all
special schools in the Transvaal and schedules completed by a
number of employers were designed. The findings are
presented and interpreted.
Recommendations aimed at a more vocationally oriented education
system for pupils at special schools are made. Possible
areas for further research are identified. / Skripsie (MEd)--PU vir CHO, 1988
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Oudiopsigofonologiese opleiding en die erg geestesvertraagde kind : 'n empiriese ondersoek / Cornelia Maria Elizabeth de BrutoDe Bruto, Cornelia Maria Elizabeth January 1983 (has links)
This study deals with retardation and a method that is concerned with the improvement of subjacent processes of observation. Retardation is seen as a form of perceptual deprivation. Remedial programmes with retarded people thus must
correct perceptual deprivation. Audiopsychophonological auditor
training (APF) is such a method.
This study was conducted to investigate the effect of APF with
a group of profoundly retarded children at the Witrand Care
and Rehabilitation Centre.
A secondary objective was to inquire into intervention as a
contaminous factor.
Three groups of experimental subjects were used in the research
Ten subjects were allocated to each group. The groups respectively received -
i) auditory training plus a sensory motor stimulation programme;
ii) only music stimulation plus a sensory motor stimulation programme; and
iii) no aimed stimulation.
Ten experimental subjects listened to filtered Mozart music
through head phones, whilst a second group of ten subjects
listened to the same music, but unfiltered also through head
phones. Both these groups received a sensory motor stimulation programme to keep intervention uniform between the two groups.
No aimed stimulation whatsoever were directed at the third group.
An increase in mental age (MA) was seen as the first criterium
to ~valuate the influence of auditory training. The deferment
in responses from self obsessed to object concerned behaviour
was applied as a second criterium.
Results indicated that the effect of intervention was minimal.
It was also found that e significant greater increase of MA
was detected in the group that received auditory training then
in the group that had to listen to unfiltered music. No in;
crease in mental age was detected with the group that received
no stimulation at all.
The group that received auditory training showed a deferment
from self obsessed behaviour to object concerned behaviour.
This change is associated with auditory training, of which
the aim is to lead a person to active participation in the
process of perception. / Thesis (MA)--PU vir CHO, 1982
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Enkele motoriese aspekte van verstandelik normale en verstandelik vertraagde meisies tussen 13-17 jaar / Johrene Annabel KrohnKrohn, Johrene Annabel January 1987 (has links)
An investigation was conducted into possible differences in
motor abilities between 98 mentally retarded and 100 mentally
normal girls aged between 13 - 17 years. For the purpose
of this study certain motor aspects as contained in previously
selected tests were chosen. The motor aspects in question
were those which appear in the Physical Education Syllabus
for girls in the section handling of objects. The success
with which the girls performed the prescribed movement tasks
was measured quantitatively (to indicate attainment of the
desired result) as well as qualitatively (to indicate the
movement pattern) .
A movement-directed analysis was conducted by studying the
possible effect which the kind of skill, as well as the relative perceptual-motor abilities, could have on the achievement
of the pupils. A preceding literature study was done in order
to obtain relevant information pertaining to the study.
The quantitative data were studied by means of a variance analysis
investigation with a view to the significance of
the differences (p ~ 0,05), while the qualitative data, being
nominal, were analysed by means of chi-square techniques.
The predominant findings indicate that, in spite of heterogeneity within the group, deficient motor ability is indeed
prevalent among the mentally retarded pupils. This does
not, however, hold good for all aspects of the movement abilities and is not always meaningful. The biggest differences
are found in the movement pattern.
Task complexity, the degree of cognitive involvement as well
as perceptual-motor abilities included in the skills do play
a role as regards the successful performance by the mentally
retarded group.
Carefully planned motor programmes conducted with retarded
pupils could therefore be a means of abolishing under-actualization of their personality realisation - especially as they
are directed towards motor rather than cognitive orientated
occupations. / Thesis (MA)--PU vir CHO, 1987
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Die opleiding van geestelik vertraagde kinders binne die Suid-Afrikaanse onderwysstelsel met spesifieke verwysing na die E.S. le Grangesentrum / Johannes Christoffel JordaanJordaan, Johannes Christoffel January 1988 (has links)
The mentally retarded child as a member of society should enjoy equality
of rights of existence just like any other individual created by God.
This study endeavours to research the training needed for white mentally
retarded children in the RSA and to what extent these needs are catered
for.
In a literature study an overview is given of relevant concepts and terminology
concerning mental retardation. Concepts with reference to the
Act for the training of mentally retarded children are used.
Possible criteria for identifying mentally retarded children are proposed.
These criteria should be present in a higher or lesser degree to confirm
mental retardation.
The utilization of these criteria are further discussed as aids in the formal
classification of retardedness.
The basic personal and social needs of the mentally retarded child are
perused as well as the need for industrial orientation. Attention is then
also given to the extent to which these needs are addressed in the RSA
and the facilities for "education" and training of these children.
The present criteria for admission and placement of these children in
training centres is also discussed.
An exemplary study of the E.S. le Grange centre for retarded children
was done to illustrate the concepts mentioned. The history and development
of the centre is described. An evaluation was made as to the extent
the needs of the mentally retarded children at the centre are fulfilled in
accordance with the background of Act no. 63 of 1974. It was found that
this centre fully subscribed to the said act.
Individual problem areas were however identified and suggestions put
forward for their rectification. / Skripsie (MEd)--PU vir CHO, 1988
|
8 |
Beroepsgerigte onderwys aan spesiale skole in Transvaal / Andries Johannes van ZylVan Zyl, Andries Johannes January 1988 (has links)
Accountable education for mentally handicapped pupils who
receive their tuition at special schools should lead to
self-actualisation. The pupil achieves self-actualisation
through, among other factors, the choice of a sui table
career, as this helps him to become a useful, self-supporting
and competent member of society.
However, the training which a pupil attending a special
school receives, does not provide him with direct access to
training as an apprentice. Pupils often expect that the
practical fields in which they specialised at school will
lead to their obtaining employment in these fields and even
to their being given further training in their chosen fields.
Unfortunately, it is a fact that most of these pupils, on
leaving school, are appointed in professions that have little
or no bearing on their training at school.
In this study an attempt to found a pedagogically viable
vocational training programme for educable mentally retarded
pupils, based on literature studies, is made. The education
of these pupils is studied through the perspectives of their
restrictions, their potential, their expectations, their
needs and their right to vocational training. The interest
which parents have in the education of their mentally
retarded child, the special school's responsibility in
supplying suitable vocational training, as well as the role
that employers should play in this regard, are identified and
studied.
The programme of educational training at special schools in
the Transvaal is analysed in the light of literature studies.
The identification of mentally handicapped pupils, the
curricula for special schools and the syllabuses for the
majority of the subjects are discussed and problem areas are
identified. An empirical investigation confirms the actuality
of the identified problems. Questionnaires sent to all
special schools in the Transvaal and schedules completed by a
number of employers were designed. The findings are
presented and interpreted.
Recommendations aimed at a more vocationally oriented education
system for pupils at special schools are made. Possible
areas for further research are identified. / Skripsie (MEd)--PU vir CHO, 1988
|
9 |
Oudiopsigofonologiese opleiding en die erg geestesvertraagde kind : 'n empiriese ondersoek / Cornelia Maria Elizabeth de BrutoDe Bruto, Cornelia Maria Elizabeth January 1983 (has links)
This study deals with retardation and a method that is concerned with the improvement of subjacent processes of observation. Retardation is seen as a form of perceptual deprivation. Remedial programmes with retarded people thus must
correct perceptual deprivation. Audiopsychophonological auditor
training (APF) is such a method.
This study was conducted to investigate the effect of APF with
a group of profoundly retarded children at the Witrand Care
and Rehabilitation Centre.
A secondary objective was to inquire into intervention as a
contaminous factor.
Three groups of experimental subjects were used in the research
Ten subjects were allocated to each group. The groups respectively received -
i) auditory training plus a sensory motor stimulation programme;
ii) only music stimulation plus a sensory motor stimulation programme; and
iii) no aimed stimulation.
Ten experimental subjects listened to filtered Mozart music
through head phones, whilst a second group of ten subjects
listened to the same music, but unfiltered also through head
phones. Both these groups received a sensory motor stimulation programme to keep intervention uniform between the two groups.
No aimed stimulation whatsoever were directed at the third group.
An increase in mental age (MA) was seen as the first criterium
to ~valuate the influence of auditory training. The deferment
in responses from self obsessed to object concerned behaviour
was applied as a second criterium.
Results indicated that the effect of intervention was minimal.
It was also found that e significant greater increase of MA
was detected in the group that received auditory training then
in the group that had to listen to unfiltered music. No in;
crease in mental age was detected with the group that received
no stimulation at all.
The group that received auditory training showed a deferment
from self obsessed behaviour to object concerned behaviour.
This change is associated with auditory training, of which
the aim is to lead a person to active participation in the
process of perception. / Thesis (MA)--PU vir CHO, 1982
|
10 |
Enkele motoriese aspekte van verstandelik normale en verstandelik vertraagde meisies tussen 13-17 jaar / Johrene Annabel KrohnKrohn, Johrene Annabel January 1987 (has links)
An investigation was conducted into possible differences in
motor abilities between 98 mentally retarded and 100 mentally
normal girls aged between 13 - 17 years. For the purpose
of this study certain motor aspects as contained in previously
selected tests were chosen. The motor aspects in question
were those which appear in the Physical Education Syllabus
for girls in the section handling of objects. The success
with which the girls performed the prescribed movement tasks
was measured quantitatively (to indicate attainment of the
desired result) as well as qualitatively (to indicate the
movement pattern) .
A movement-directed analysis was conducted by studying the
possible effect which the kind of skill, as well as the relative perceptual-motor abilities, could have on the achievement
of the pupils. A preceding literature study was done in order
to obtain relevant information pertaining to the study.
The quantitative data were studied by means of a variance analysis
investigation with a view to the significance of
the differences (p ~ 0,05), while the qualitative data, being
nominal, were analysed by means of chi-square techniques.
The predominant findings indicate that, in spite of heterogeneity within the group, deficient motor ability is indeed
prevalent among the mentally retarded pupils. This does
not, however, hold good for all aspects of the movement abilities and is not always meaningful. The biggest differences
are found in the movement pattern.
Task complexity, the degree of cognitive involvement as well
as perceptual-motor abilities included in the skills do play
a role as regards the successful performance by the mentally
retarded group.
Carefully planned motor programmes conducted with retarded
pupils could therefore be a means of abolishing under-actualization of their personality realisation - especially as they
are directed towards motor rather than cognitive orientated
occupations. / Thesis (MA)--PU vir CHO, 1987
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