Thesis (MMus)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: As a recent graduate, I feel that young educators are graduating from South African universities and are teaching in schools without adequate knowledge of the various learning disabilities and behavioural disorders that many children suffer from. In the context of the Arts & Culture or music classroom, educators especially suffer as they are taught to encourage creativity. However, how can one differentiate between creative behaviour and disruptive behaviour and be certain that bad behaviour is not a symptom of a behavioural disorder? Upon graduation and starting to teach in the southern suburbs in the Western Cape, the researcher was struck by the number of children diagnosed with behaviour disorders and taking the stimulant medication Ritalin. Yet the notion of medicating a child for a behavioural disorder is not agreeable to many parents and educators to whom the researcher has spoken while researching this topic. The general feeling seems to be that a child should be given space to be creative, but a teacher cannot control a class of at least twenty-five children who are all claiming their own creative rights. This research explores various steps that a music educator can take to control a class of both medicated and non-medicated learners. The effects of music on the behaviour of learners diagnosed with Attention Deficit Disorder (abbreviated to ADD) have been investigated in various ways over the years and these are described in this thesis. Likewise, information on various prescription medications and non prescription medications that are available in South Africa are presented to offer options to an educator/parent faced with a child demonstrating behavioural problems. There is also substantiation that by increasing the intake of essential fatty acids and adjusting a child’s diet, one can positively enhance behaviour and concentration. The researcher discusses the various foods that should be avoided and those should be enjoyed generously. The researcher observed learners who were considered problematic in the general classroom in the form of observation of behaviours before and after each musical activity. Class educators were asked to assist the researcher by further observing the selected children’s behaviour in the following lesson. / AFRIKAANSE OPSOMMING: As ‘n onlangsgegradueerde, voel ek dat jong onderwysers aan Suid-Afrikaanse universiteite afstudeer en onderrig in skole begin gee sonder voldoene kennis van die verskeie leergestremdhede en gedragsafwykings waaraan ‘n groot hoeveelheid kinders ly. In die konteks van die Kuns en Kultuur of musiekklaskamer is dit vir onderwysers besonder moeilik omdat hulle geleer is om kreatiwiteit aan te moedig. Die probleem is hoe om te onderskei tussen kreatief en ontwrigtende gedrag en hoe om seker te wees of slegte gedrag nie ‘n simptoom van ‘n gedragsafwyking is nie. Na graduering en die begin van haar onderrigloopbaan in die suidelike voorstede van die Wes-Kaap is die navorser getref deur die getal kinders wat die stimulant medikasie Ritalin gebruik. Tog sou die meeste ouers en onderwysers waarmee die navorser gepraat het gedurende haar navorsing nie die gebruik van medikasie vir gedragsafwykings verkies nie. Die algemene gevoel is dat die kind die geleentheid gegun behoort te word om kreatiefe te wees, maar ‘n onderwyser kan nie ‘n klas van minstens vyf-en-twintig kinders onder beheer hou wat almal hul kreatiewe regte eis nie. Hierdie navorsing ondersoek verskillende stappe wat ‘n musiekonderwyser kan neem om ‘n klas te beheer met leerlinge wat op en sonder medikasie is. Die effek van musiek op die gedrag van leerlinge wat gediagnoseer is met Aandagafleibaarheidsindroom (afgekort na AAS) is reeds in verskeie vorme oor die jare ondersoek en word in hierdie tesis beskryf. Inligting aangaande verskeie voorskrif en nie-voorskrif medikasie wat in Suid-Afrika beskikbaar is, word verskaf om opsies te gee vir ‘n opvoeder/ouer wat gekonfronteer word met ‘n kind wat gedragsprobleme demonstreer. Daar is ook bewyse dat deur om die inname van essensiële vetsure te verhoog en ‘n kind se dieet aan te pas, gedrag en konsentrasie positief beinvloed kan word. Die navorser bespreek die verskeie kossoorte wat vermy behoort te word teenoor dié wat vryelik geniet kan word. Die navorser het leerlinge waargeneem wie se gedrag as problematies in die algemene klaskamer beskou was, voor en na elke musikale aktiwiteit. Klasonderwysers is gevra om die navorser by te staan deur verdere waarneming van die kinders se gedrag in die volgende les.

Thesis (PhD)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: There are learners in the South African education system that reside and live within highrisk situations. These high-risk situations impact on the family-, scholastic and community contexts and also the relationship variables existing between these systems. The risk situations in which these learners live, cause and/or on occasion lead to early school exiting, teenage pregnancy, alcohol and substance abuse, the choice of living on the streets, youth misbehaviour and gangsterism. It is therefore important to determine and recognize the environmental contexts in which these learners find themselves to on the one hand reach a better understanding of this phenomenon, and on the other hand to organise effective aid and assistance initiatives. The following can be reported in this regard: Inconclusive evidence exists with respect to the exact nature of the problems, which confront primary school learners from high-risk situations. A shortage of effective strategies exists to support primary school learners from high-risk situations. This research is undertaken from a social constructionist, contextual ecosystemic perspective. The research is founded on a combination of both qualitative and quantitative methodological approaches and is undertaken within the interpretive research paradigm. An encompassing literature review was undertaken during which the following aspects were described and determined, namely: The problems encountered by learners from high risk situations. Recommendations from South African state departments regarding the assistance and support for learners from high-risk situations. Guidelines collected from the literature regarding the assistance and support for learners from high-risk situations. The empirical investigation is aimed at identifying the nature and extent of the prominent problems being experienced by learners from high-risk situations. Guidelines were developed by which learners from high-risk situations can be assisted and supported. These guidelines were developed on the basis of the research results yielded by the empirical investigation and a synthesis derived from literature exploration and the integration of empirical findings. The research focuses on Grade Seven learners from ten selected primary schools in the Boland region. The investigative instruments used during this research were the questionnaire, photo analysis and the focus interview. The research findings have shown that learners are more inclined to leave the school prematurely because of insufficient relationships that exists between the family, the community and the school. An integrated approach between these contexts is therefore essential to develop strategies in order to prevent learners from dropping out of school. / AFRIKAANSE OPSOMMING: Daar is leerders in die Suid-Afrikaanse onderwyssisteem wat 10 hoë risikoomstandighede woon en leef Hierdie risiko-omstandighede het 'n impak op hulle gesins-, skolastiese en gemeenskapskontekste asook die verhoudingsveranderlikes wat daar tussen hierdie sisteme bestaan. Die risiko-omstandighede waarin hierdie leerders leef, veroorsaak en/of lei soms tot byvoorbeeld voortydige skoolverlating, tienerswangerskappe, drank- en dwelmmisbruik, die keuse van 'n lewe op straat, jeugwangedrag en bendevorming. Dit is van belang om die omgewingskontekste van hierdie leerders te begryp en te verreken om enersyds tot 'n beter begrip van die fenomeen te kom, maar om andersyds effektiewe hulpverleningsinisiatiewe te ontwikkel. Die volgende kan in hierdie verband gemeld word: daar bestaan onvoldoende inligting ten opsigte van die wesenlike aard van die probleme wat leerders uit hoë risiko-omstandighede aan primêre skole ervaar; daar is 'n gebrek aan effektiewe strategieë om leerders uit hoë risiko-omstandighede aan primêre skole te ondersteun. Hierdie navorsing word onderneem vanuit 'n sosiaal-konstruksionisties, kontekstueelekosistemiese perspektief Die navorsing steun op 'n kombinasie van beide kwantitatiewe en kwalitatiewe metodologiese benaderings en word onderneem vanuit die interpreterende navorsingsparadigma. 'n Omvattende literatuurstudie is onderneem waartydens die volgende aspekte beskryfen beredeneer is: die probleme wat leerders uit hoë risiko-omstandighede ervaar. aanbevelings uit staatsdepartemente in Suid-Afrika oor die ondersteuning van leerders uit hoë risiko-omstandighede. riglyne vanuit die literatuur oor die ondersteuning van leerders uit hoë risikoomstandighede. Die empiriese ondersoek is daarop gemik om die aard en omvang van die prominente probleme wat leerders uit hoë risiko-omstandighede aan primêre skole ervaar te identifiseer. Riglyne waardeur hierdie leerders ondersteun kan word, is ontwikkel. Hierdie riglyne is ontwikkelop grond van die navorsingsresultate van die empiriese ondersoek en 'n sintese vanuit die literatuurverkenning en die integrasie van die empiriese bevindings. Die navorsing fokus op graad sewe-leerders aan tien geselekteerde primêre skole in die Boland-streek. Drie ondersoekinstrumente word tydens hierdie navorsing gebruik, naamlik die vraelys, foto-analise en die fokus-onderhoud. Die navorsingsresultate het getoon dat leerders meer geneig is om die skool voortydig te verlaat as gevolg van gebrekkige verhoudinge tussen die gesin, die gemeenskap en die skool. 'n Geïntegreerde benadering tussen hierdie kontekste is daarom belangrik om strategieë te ontwikkel wat sal verhoed dat leerders die skool voortydig verlaat.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

Pastaraisiais metais dėmesys vaiko sveikatai bei jo ugdymui yra tikrai didelis. Rengiamos įvairios labdaros akcijos, visuomenė skatinama pažvelgti į vaikus per kitokią prizmę, keičiasi požiūris į vaiką kaip į socialinę būtybę. Tačiau šiame technologijų ir informacijos amžiuje, vaikų sveikatos problemos išlieka tiek pat aktualios bei svarbios. Remiantis PSO (1995), protinis atsilikimas – dalinis ar nepakankamas protinių galių išsivystymas. Jis apibūdinamas įgūdžių, sudarančių tam tikrą intelekto lygį (pažintinių, kalbos, motorinių ir socialinių), formavimosi sutrikimu įvairiuose raidos etapuose. Darbo tikslas: įvertinti vaikų, turinčių protinį atsilikimą, savarankiškumo įgūdžius. 2008 m. balandžio – lapkričio mėnesiais Klaipėdos 2-oje internatinėje mokykloje buvo vykdomas ergoterapinis vertinimas, naudojant specialiai šiam tyrimui sudarytu vertinimo instrumentu. Moksleivių savarankiškumo įgūdžiai buvo vertinami vieną kartą. Tyrime dalyvavo 72 internatinės mokyklos moksleiviai, turintys nežymų, vidutinį ir žymų protinio atsilikimo lygį. Tiriamieji buvo vertinami 6 savarankiškos veiklos srityse, tų įgūdžių atlikimo metu. Ergoterapinis tyrimas parodė, kad ergoterapeutas yra reikalingas šioje internatinėje mokykloje visiems vaikams. Nebuvo nei vieno moksleivio, kurio visų sričių savarankiškumas galėtų būti vertinamas aukščiausiu balu. Todėl būtų džiugu, jog protinį atsilikimą turinčių moksleivių ugdymo įstaigose atsirastų vieta ergoterapeutui, jis galėtų bendradarbiauti ir... [toliau žr. visą tekstą] / The purpose of the research is to evaluate daily living skills of children with mental retardation. The occupational therapy assessment was carried out in the 2nd boarding school in Klaipėda, during the period of 2008 April and November. To perform the research was made a special assessment tool. Students daily living skills were evaluated one time. 72 boarding school students with mild, moderate and severe mental retardation participated in the study. Children were evaluated in 6 different ranges of daily living skills, during functional performance. Occupational therapy assessment showed, that occupational therapist is necessary for all boarding school students. There was not a student, whose independence from all areas can be seen at the highest score. It would be wonderful if the occupational therapist could help student with mental retardation in all educational institutions. He could collaborate and work with other educational team members.

An increased focus on school readiness exists as students enter public school for the first time. Given unique challenges for students who are blind and use braille, school readiness in the transition to and preparation for kindergarten is even more critical to their future academic success. If children who are blind and use braille as their primary learning medium have the necessary school readiness skills entering kindergarten, they will be better prepared to participate in the academic classroom. There is a need for additional research to illuminate the skills needed for school readiness for children who are blind and use braille so programs can tailor their resources to provide appropriate instruction and intervention. The purpose of this research is to describe and explain how Teachers of the Visually Impaired (TVI) and primary caregivers construct the idea of school readiness for children who are blind and use braille as their primary learning medium. This research will examine current practice in relation to the Head Start Early Learning Outcomes Framework and the Expanded Core Curriculum. Grounded in the Ecological and Dynamic Model of Transition the research will situate the whole child within natural contexts to identify supports for successful transition to public school. Qualitative research design will use permanent product review, including Individual Family Service Plans and Individual Education Plans to identify themes of current practice. Identified themes will be verified through semi-structured interviews with key stakeholders to better understand school readiness for children who are blind.

M. Tech. Language Practice

The purpose of this study was to investigate the effects of supplemental on-task and performance contingencies on the acquisition of math skills for elementary school children identified as seriously emotionally disturbed/behaviorally disordered, attention deficit disordered, and students without disabilities. Three experimental conditions were utilized, involving teacher-directed instruction with (a) no contingencies, (b) contingencies for academic performance, and (c) contingencies for academic performance and on-task behavior. The study was designed to measure the effects of these contingency conditions on the number of math problems solved accurately by the study's participants.

The purpose of this study was to determine the effectiveness of the Preparation for Adult Living skills training program by measuring the learning gains and learning outcomes of students participating in the training. The quasi-experimental posttest control group design was used. A treatment sample of twelve students received the Preparation for Adult Living training. A nontreatment sample was selected by matching the characteristics of educational and reading level and the gender of twelve students with no previous independent living skills training with those of the treatment sample. Students in the treatment sample were tested for learning gains using the Preparation for Adult Living Test. Both the treatment and nontreatment sample were tested using the post-training Preparation for Adult Living Scale to determine the level of their learning outcomes. The Preparation for Adult Living Test results were analyzed using the t-test for correlated samples of pretests and posttests. The t-test for independent samples was used to analyze the Preparation for Adult Living Scale results to determine the students' learning outcomes. A Pearson r correlation coefficient was calculated for Preparation for Adult Living Scale scores to determine if a relationship existed between employment and the life coping skills of the treatment sample. The findings indicated that no learning gains were made during the training, but that the training had an impact on the students' post-training life-coping skills. A strong relationship was found between the specific life-coping and employment skills of the treatment sample. Investigation of the reliability and validity of the Preparation for Adult Living Test and Scale instruments was recommended.