Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2007.

The overall aim of the study was to determine whether an intervention programme, based on an integrated positive brain programming- and brain gym exercise programme, could be used to improve the academic skills of learners with a limited intellectual ability. A literature review was used to provide an overview of the learner with a limited intellectual ability, learning barriers to cognitive processes, as well as elements which have a positive influence on the learning receptiveness and academic skills of learners with a limited intellect. An empirical study consisting of a quasi-experimental study was conducted over a period of eight weeks. The sample in this study consisted of fourteen learners in the intermediate phase of a school for learners with severe mental delay in Kempton Park. They were randomly divided into an Experimental and a Control Group. Measuring instruments that were used for pre- and post testing were the ESSl Reading- and Spelling tests. The UK Graded reading test and the UK Speed Reading test, as well as the VASSl Mathematics efficiency tests. The empirical study led to the following conclusions: an intervention programme, based on an integrated positive brain programming- and brain gym exercise programme, is an effective technique to improve the academic skills of learners with a limited intellectual ability; the academic skills that improved most were word recognition, and then numeracy followed by spelling. Reading speed was the skill that improved least, however it was still better that that of the Control Group. / Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2007.

The overall aim of the study was to determine whether an intervention programme, based on an integrated positive brain programming- and brain gym exercise programme, could be used to improve the academic skills of learners with a limited intellectual ability. A literature review was used to provide an overview of the learner with a limited intellectual ability, learning barriers to cognitive processes, as well as elements which have a positive influence on the learning receptiveness and academic skills of learners with a limited intellect. An empirical study consisting of a quasi-experimental study was conducted over a period of eight weeks. The sample in this study consisted of fourteen learners in the intermediate phase of a school for learners with severe mental delay in Kempton Park. They were randomly divided into an Experimental and a Control Group. Measuring instruments that were used for pre- and post testing were the ESSl Reading- and Spelling tests. The UK Graded reading test and the UK Speed Reading test, as well as the VASSl Mathematics efficiency tests. The empirical study led to the following conclusions: an intervention programme, based on an integrated positive brain programming- and brain gym exercise programme, is an effective technique to improve the academic skills of learners with a limited intellectual ability; the academic skills that improved most were word recognition, and then numeracy followed by spelling. Reading speed was the skill that improved least, however it was still better that that of the Control Group. / Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2007.