Thesis (MEd(Psych))--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The literacy development of learners with special educational needs has traditionally been approached from a behaviouristic framework, which led to the reductionistic teaching of language, focussing on smaller units and sub-skills in order to facilitate a simplification of the learning process. During the 80's changes in the area of literacy development occurred, placing the focus on the whole language approach. This approach (embedded in a constructivistic framework) emphasises the holistic and integrated nature of the language and literacy system, which seems to hold advantages for learners with special educational needs. This also includes learners with Down Syndrome since literature shows that a phonetic approach (which is reductionistic in nature) does not seem to benefit these learners in terms of literacy development and support. The purpose of this study therefore was to ascertain the usefulness of the whole language approach in the development of literacy skills of a , learner with Down Syndrome. This was accomplished by means of a literature review and learner support twice a week. The research methology took the form of a single case study consisting of a learner with Down Syndrome within an inclusive classroom. The qualitative nature of the research, which were descriptive and explanatory, made it possible to provide a rich holistic description of the findings. Data derived from various sources were analyzed according to the constant comparative method in order to identify the main and sub-categories. The findings of the study showed real development in the literacy skills of the learner with Down Syndrome. Noticeable, was the fact that the learner's reading skills developed faster in relation to the other skills. This is supported by the literature review. A fifth dimension, namely personal development was identified which promoted development on the cognitive as well as affective area. Although the scope of the study was limited, it seemed that the whole language a / AFRIKAANSE OPSOMMING: Geletterdheidsontwikkeling van leerders met spesiale onderwysbehoeftes is tradisioneel vanuit 'n behavioristiese raamwerk benader, wat daartoe aanleiding gegee het dat taal gereduseer is tot kleiner eenhede en subvaardighede ten einde die leerproses te vergemaklik. Gedurende die tagtigerjare het veranderinge op die gebied van geletterdheidsontwikkeling plaasgevind, wat die fokus op die geheeltaalbenadering geplaas het. Hierdie benadering (gesetel in die konstruktivistiese verwysingsraamwerk) lê klem op die holistiese en geïntegreerde aard van die taal- en geletterdheidsisteem, wat blyk om voordeel vir leerders met spesiale onderwysbehoefte in te hou. Dit sluit ook die leerder met Downsindroom in, aangesien literatuur daarop wys dat die fonetiese benadering (reduksionisties van aard) nie blyk om tot voordeel van hierdie leerders se geletterdheidsontwikkeling en -ondersteuning te strek nie. Die doel van die studie was gevolglik om die bruikbaarheid van die geheeltaalbenadering in die ondersteuning van 'n leerder met Downsindroom se geletterdheidsvaardighede te ondersoek. Dit is by wyse van In literatuuroorsig en leerondersteuningsessies op 'n tweeweeklikse basis gedoen. Die navorsingsmetodiek het die vorm van 'n enkel gevallestudie aangeneem, bestaande uit 'n leerder met Downsindroom in 'n inklusiewe klaskamer. Die kwalitatiewe aard van die navorsing, wat beskrywend, verkennend en verklarend is, het dit moontlik gemaak om 'n ryk holistiese beskrywing van die bevindinge te gee. Data afkomstig van verskeie bronne is volgens die konstante vergelykende metode geanaliseer ten einde die hoofkategorieë en subkategorieë te identifiseer. Die bevindinge van die studie het gedui op 'n beduidende ontwikkeling van die die leerder met Downsindroom se geletterdheidsvaardighede. Opmerklik was die feit dat die leerder se leesvaardighede, in vergelyking met die ander geletterdheidsvaardighede, vinniger ontwikkel het. Dit word deur die literatuuroorsig ondersteun. 'n Vyfde dimensie, naamlik persoonsontwikkeling, is geïdentifiseer wat ontwikkeling op kognitiewe sowel as affektiewe gebied bevorder het. Alhoewel die omvang van die studie beperk was, blyk dit dat die geheeltaalbenadering tot voordeel van die leerder met Downsindroom se geletterdheidsontwikkeling strek.

Assignment (MEd(Psyc))--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: This literature review highlights, with particular reference to the South African context, the emotional needs of learners with special educational needs (SEN) and stresses the importance of therapeutic intervention for these learners if educators wish to promote optimal academic, social and personal development. Due to South Africa's current economic climate a cost effective and time efficient intervention programme that is accessible to a large number of learners is essential. Action and drama techniques are proposed as possible therapeutic tools, which could potentially be implemented by educators, as therapeutic agents, within the education system. Educators would take on the central facilitation roles within these groups. The roles of director and co-director in this context have consequently been given particular cognizance. This literature review concludes that the use of action and drama techniques offers the following benefits: ~ The techniques appear to be effective treatment options for all learners with special educational needs. including those with limited verbal communication skills ~ The techniques appear to be most effective in a group setting and as such, possess the potential to reach a large number of learners. ~ Literature indicates that the techniques are adaptable and may be implemented at various levels and in diverse contexts. For example, it appears that the techniques may be implemented at a basic level in the classroom, or in more depth in a therapeutic group scenario. ~ The techniques may be implemented in a holistic manner, e.g. psychodrama model, in isolation, or be integrated with other approaches or theories. ~ Literature suggests that the techniques allow learners to gain more insight into their functioning, to work through unresolved emotions and to develop new and more functional behaviours. ~ The techniques appear to be time efficient in that literature indicates that they are conducive to brief therapy. ~ Training educators as directors and co-directors offers a potentially cost effective and accessible intervention option for South Africa. / AFRIKAANSE OPSOMMING: Hierdie literatuur bespreek sekere hoogte punte, met spesifieke verwysing na die Suid-Afrikaanse konteks, die emosionele behoeftes van leerders met spesiale onderwys behoeftes (SEN). Dit plaas klem op die belangrikheid van terapeutiese intervensie vir hierdie leerders indien opvoeders ten doel het om optimale akademiese, sosiale en persoonlike ontwikkeling te bevorder. Weens Suid-Afrika se huidige ekonomiese klimaat is 'n koste-effektiewe en tyds-doeltreffende effektiewe intervensie program wat toeganklik is vir 'n groot getal leerders, absoluut noodsaaklik. Aksie- en dramategnieke word voorgestel as moonlike terapeutiese middels, wat potensieel deur opvoeders geimplementeer kan word as terapeutiese middels, binne die onderwys stelsel. Opvoeders sou dan die sentrale fasaliterings rolle binne hierdie groepe inneem. Die rolle van 'n regisseur en mede regisseur in hierdie konteks het gevolglike spesifieke aandag gekry. Hierdie literatuuroorsig kom tot die gevolgtrekking dat die gebruik van aksie- en dramategnieke die volgende voordele bied: ~ Die tegnieke blyk om effektiewe behandelingsopsies te wees vir leerders met beperkte verbale kommunikasie vermoëns );> Die tegnieke blyk mees effektief te wees in 'n groepsverband en as sulks, beskik dit oor die potentiaal om 'n groot getalleerders te bereik. );> Die tegnieke is aanpasbaar en kan geïmplimenteer word op verskeie vlakke en in diverse kontekste. 'n Voorbeeld hiervan blyk te wees dat die tegnieke geimplimenteer kan word op 'n basiese vlak in die klaskamer, of meer in diepte in 'n terapeutiese groep scenario. );> Die tegnieke kan geïmplimenteer word op 'n holistiese wyse, byvoorbeeld 'n psigodramamodel, in isolasie, of kan geïntigreer word met ander benaderings of teorieë );> Die tegnieke laat leerders toe om meer insig te verkry in hul funksionering, om deur onopgeloste emosies te werk en nuwe en meer funksionele gedrag te ontwikkel );> Die tegnieke blyk meer tyds-effektief te wees deurdat die literatuur aandui dat dit kortstondige terapie aanhelp );> Die opleiding van opvoeders as direkteure en mede-direkteure bied 'n potensieel-koste effektiewe en toeganklike intervensie-opsie aan Suid-Afrika

Thesis (MEdPsych)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: In the literature on research about children with disabilities, special education and inclusion, the voices of the children with disabilities are seldom heard. Historically research about disability and children has been framed within the medical or charity models of disability with prolific accounts of characteristics and treatment of disability, where professionals and caregivers respond on their behalf. In this case study the views are elicited of two ten-year old learners who are at a school for learners with special educational needs. They are invited to represent their experiences of both mainstream and special schooling, friendship, family and disability. The case study is a participatory research project, located within an interpretivist paradigm, influenced by the social model of disability and a feminist perspective. It makes use of a purposive sampling technique, interviews, observations and school documents and records. The interviews are mainly used to reflect the views of the learners on the life areas of schooling, friendship, family and disability. The learners are regarded as the insiders and seen as fit to represent their own meanings, and thereby make a contribution to the field of intellectual disability and childhood. / AFRIKAANSE OPSOMMING: In die literatuur wat handelaar gestremde kinders, spesiale onderwys en inklusiwiteit, word die stemme van die gestremde kinders self nie dikwels gehoor nie. In die verlede is navorsing oor gestremdheid en kinders binne die raamwerk van mediese of welsynsmadelle van gestremdheid geplaas, wat aanleiding gegee het tot baie verslae oor die eienskappe en behandeling van gestremdhede, met professionele persone en versorgers wat namens die kinders praat. In hierdie gevallestudie word die menings van twee tienjarige leerders gevra. Hulle woon 'n skool vir leerders met spesiale leerbehoeftes by. Hulle is uitgenooi om hulle ervarings van beide hoofstroom- en spesiale onderwys, vriendskap, familielewe en gestremdheid weer te gee. Die gevallestudie is 'n deelnemende navorsingsprojek wat binne die interpretiewe paradigma hanteer is en wat deur die sosiale model van gestremdheid en 'n feministiese perspektief beïnvloed is. Dit maak gebruik van 'n doelbewuste selekteringstegniek, onderhoude, waarnemings en skooldokumente en -rekords. Die onderhoude word hoofsaaklik gebruik om die leerders se idees oor skool, vriendskap, familie en gestremdheid te weerspieël. Die leerders word gesien as die kundiges wat bevoeg is om hulle eie menings weer te gee, om sodoende 'n bydrae te kan maak tot die veld van intellektuele gestremdheid en kindwees.

published_or_final_version / abstract / toc / Educational Psychology / Master / Master of Social Sciences

The purpose of this study was to examine the attitudes among elementary principals and regular education teachers in Tucson, Arizona schools regarding perceptions of (1) what principals and teachers perceive as requirements for successful classroom integration of special education students; and (2) principals' and teachers' perception about the potential for student success in integrated, partially integrated, and non-integrated classroom settings. The study elicited responses from 117 principals and teachers during the 1992 school year. A survey instrument was used to obtain information from principals and teachers regarding their opinions on 18 items that have implications for integrating special education students into the regular classroom. Principals and teachers were also asked to indicate their level of support for integrating special education students into the regular classroom. Statistical analysis revealed significant differences among principals and teachers regarding their support of integrating special education students into the regular classroom setting; integration would not be in the best interest of all students; integration requires a change in the attitudes of principals and regular education personnel; and that educational programs should be delivered to handicapped students primarily by special educators outside the regular classroom. Most principals indicated that the majority of regular classroom teachers in their school are able to provide an appropriate education for any student without the assistance of a special educator. While principals and teachers support the inclusion of most students with handicapping conditions in general education classes, some respondents questioned the appropriateness of extending the regular class placement option to students with severe disabilities. Significant differences were found with regard to additional background and training associated with how principals and teachers view their success in educating special education students in the regular classroom. Results of this study hold implications for policy makers, researchers, regular and special education teachers, and administrators.

Proponents of special education early childhood interventions programs have promoted the assumptions that these programs: (a) will have a positive effect on the long-term outcomes of preschool children with disabilities; (b) will result in some children no longer requiring special education services throughout their elementary school years; and (c) will facilitate the need for fewer services for those students who do remain in special education programs throughout their education. The purpose of this follow-up study is to identify and describe the placement decisions and the changes of exceptionality classification for children identified as special education early childhood students over the course of six follow-up years. This study (a) identifies 108 children from rural and urban school settings who were enrolled in Early Childhood Special Education (ECSE) programs in 1990-91, (b) documents their categorical label and educational placement six years later, and (c) then determines the differences in the number of hours rural and urban students receive special education and/or related services in 1996-97.

This investigation is concerned with determining the extent of inservice education provided for special education personnel by the five pilot programs of Plan A. The two methods of determining this involvement are a case study of the pilot programs' inservice education and its relationship to resource agencies such as the Texas Education Agency and Regional Education Service Centers. The purposes of this study include the following: (1) determining the principles underlying the philosophy formulated by school district personnel in regard to the nature and purpose of inservice training for Plan A, (2) identifying the nature, scope, and assessment of a three-year period of inservice education for the pilot Plan A programs, (3) identifying the successful components of and the problems encountered during the three-year period of inservice education, and (4) describing recommendations for future inservice education. Only the five pilot districts are described in the case studies of Plan A programs. Data is reported in the following sequence for each of the pilot districts: background information; philosophy and goals; pre-, in-, and post-service activities for 1970-1971, 1971-1972, and proposals for inservice education for 1972-1973. Also reported is information concerning the role of the Texas Education Agency and the Regional Education Service Centers in relationship to Plan A implementation and inservice education.

"The purpose of this study is to show: (1) how a partially seeing child can be found in a school population; (2) how his eligibility for and placement in a special class is determined in Florida; (3) how a class was organized to meet his special needs; and (4) how a curriculum was cooperatively planned to enrich and facilitate the learning process"--Introduction. / Typescript. / "June, 1951." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts under Plan II." / Advisor: Robert C. Moon, Professor Directing Paper. / Includes bibliographical references (leaves 45-46).

The purpose of this qualitative research, which utilized a narrative design strategy, was to describe the process of self-regulation of a child who has bilateral cochlear implants within the social environment of school. The study investigated the use of self-regulatory strategies by the cochlear implant recipient. It also examined how the child made modifications and monitored learning during activities within the classroom as related to Vygotsky's activity theory and John Dewey's theory of social control. Through data collection of documents, observations, interviews, and researcher field notes, it was found that the child demonstrated several self-regulatory strategies. / Kristin L. Patton. / Thesis (Ph.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Thesis. 1978. M.C.P.--Massachusetts Institute of Technology. Dept. of Urban Studies and Planning. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH. / Includes bibliographical references. / M.C.P.