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

In this investigation the emphasis has been placed on aggression and its effect on the academic performance of the child. A questionnaire was sent to 649 Afrikaans-speaking standard 8 pupils. The questions of the questionnaire were compiled in such a way so as to determine whether the child is aggressive or not. Only 137 pupils of the 649 were chosen for the experimental group by means of a proportional test sample. Besides the questionnaire that were completed by the pupils, the I.Q. and academic achievement of each participant were taken into consideration. concerned. This information was obtained from the schools Information on aggression was obtained from a wide range of references. Particular attention was given to the concept, origin and forms of aggression. From the literary studies it appears that, although aggression can be positive, it is principally negative and reprehensible. Attention was also given to under-achievement in general and in specific to problems in mathematics and reading. The latter two problems are the most general learning problems among pupils. The etiology and symptomatology of the mentioned problems are discussed in detail in chapter 4. In chapter 5 the method and programme of research are discussed in detail. In particular the experimental group, the questionnaire, intelligence test and academic achievement have been stressed. The treatment of the information is discussed in chapter 7. The five differing forms of aggression are brought into relation with the I.Q. and academic achievement of the participants in the experimental group and certain deductions were made. Although there are no statistical differences worthy of mentioning between the aggressive and non-aggressive participants in the experimental group with regard to academic achievement, it does appear that the average percentage of the non-aggressive pupils is higher than that of the aggressive pupils. With regard to verbal aggression, it was found that the average percentage of the nonaggressive pupils is 1% lower than that of the aggressive pupils. The I.Q. of the non-aggressive pupils is also lower than that of the aggressive pupils. (compare par. 6.3.5.) Only with covert aggression was there found to be a significant difference between the aggressive and non-aggressive pupils with regard to academic achievement. On the academic level the nonaggressive pupils performed better than the aggressive pupils. (compare par. 6.3.3). Although the results of the non-aggressive experimental group participants were slightly higher than that of the aggressive participants, it was found that there was no significant statistical differences between the two groups. The conclusion can thus not simply be made that aggression has a fundamental influence on the academic ability and that aggression is not the final and dominant factor which causes a child to underachieve or experience learning problems. In the final chapter of this investigation several principles are proposed and conclusions and recommendations are made. A resume of the preceding 6 chapters is also given. / Thesis (MEd)--PU vir CHO, 1985

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

In this investigation the emphasis has been placed on aggression and its effect on the academic performance of the child. A questionnaire was sent to 649 Afrikaans-speaking standard 8 pupils. The questions of the questionnaire were compiled in such a way so as to determine whether the child is aggressive or not. Only 137 pupils of the 649 were chosen for the experimental group by means of a proportional test sample. Besides the questionnaire that were completed by the pupils, the I.Q. and academic achievement of each participant were taken into consideration. concerned. This information was obtained from the schools Information on aggression was obtained from a wide range of references. Particular attention was given to the concept, origin and forms of aggression. From the literary studies it appears that, although aggression can be positive, it is principally negative and reprehensible. Attention was also given to under-achievement in general and in specific to problems in mathematics and reading. The latter two problems are the most general learning problems among pupils. The etiology and symptomatology of the mentioned problems are discussed in detail in chapter 4. In chapter 5 the method and programme of research are discussed in detail. In particular the experimental group, the questionnaire, intelligence test and academic achievement have been stressed. The treatment of the information is discussed in chapter 7. The five differing forms of aggression are brought into relation with the I.Q. and academic achievement of the participants in the experimental group and certain deductions were made. Although there are no statistical differences worthy of mentioning between the aggressive and non-aggressive participants in the experimental group with regard to academic achievement, it does appear that the average percentage of the non-aggressive pupils is higher than that of the aggressive pupils. With regard to verbal aggression, it was found that the average percentage of the nonaggressive pupils is 1% lower than that of the aggressive pupils. The I.Q. of the non-aggressive pupils is also lower than that of the aggressive pupils. (compare par. 6.3.5.) Only with covert aggression was there found to be a significant difference between the aggressive and non-aggressive pupils with regard to academic achievement. On the academic level the nonaggressive pupils performed better than the aggressive pupils. (compare par. 6.3.3). Although the results of the non-aggressive experimental group participants were slightly higher than that of the aggressive participants, it was found that there was no significant statistical differences between the two groups. The conclusion can thus not simply be made that aggression has a fundamental influence on the academic ability and that aggression is not the final and dominant factor which causes a child to underachieve or experience learning problems. In the final chapter of this investigation several principles are proposed and conclusions and recommendations are made. A resume of the preceding 6 chapters is also given. / Thesis (MEd)--PU vir CHO, 1985

Not all pupils of average intelligence can be said to make satisfactory progress at school. Frequently some of them, for some reason or other, fall behind in certain areas of the curriculum. Unless timely action is taken, serious learning problems may develop with ultimate detrimental effect upon the pupil's progress. This study is aimed at determining to what extent music therapy can be successfully applied in the case of Std. I pupils whose progress at school is not commensurate with their I.Q. First of all a study was undertaken of the available literature on learning problems and subsequently of that dealing with music therapy. Finally a programme was devised for using music therapy with groups. This programme is particularly concerned with the development of the following: motor skills, perceptual abilities, language, acquisition of mathematical concepts and social adaptability. Seven pupils from a primary school were then selected as experimental subjects and a six-month individual music therapy programme was presented to each after establishing their individual problems. This information was derived from class teachers' reports, pupils' scores in the various school subjects and from the results of standardized scholastic and perceptual tests. The progress of each subject was discussed per se and illustrated by means of tables explaining the various data. During the period of presentation due attention was paid to: Fine muscle co-ordination, eye-hand co-ordination, left-right co-ordination, exercises in reading, visual and auditory discrimination and memory, spacial awareness, succession of sounds, foreground-background differentiation, number skills, spelling, sustained attention and perseverance, musical development and improvement of pupils' self-image. When the programme had been fully presented, the battery of tests was repeated and the class teachers were once more consulted to determine the extent of the progress. These data were then also included in the tables previously mentioned. The following conclusions could be drawn from the results of the individual music therapy programme that had been presented to the seven pupils: All the pupils concerned had made progress; subjects in which there had been significant improvement were reading, mathematics, spelling and hand-writing, with notable increase in writing speed; the experimental subjects showed improved ability to concentrate and their self-image had also improved. One can therefore arrive at the conclusion that music therapy can be successfully used with groups or individuals to help them overcome their learning problems. / Thesis (MEd)--PU vir CHO, 1983

Thesis (MEd)--PU vir CHO

Not all pupils of average intelligence can be said to make satisfactory progress at school. Frequently some of them, for some reason or other, fall behind in certain areas of the curriculum. Unless timely action is taken, serious learning problems may develop with ultimate detrimental effect upon the pupil's progress. This study is aimed at determining to what extent music therapy can be successfully applied in the case of Std. I pupils whose progress at school is not commensurate with their I.Q. First of all a study was undertaken of the available literature on learning problems and subsequently of that dealing with music therapy. Finally a programme was devised for using music therapy with groups. This programme is particularly concerned with the development of the following: motor skills, perceptual abilities, language, acquisition of mathematical concepts and social adaptability. Seven pupils from a primary school were then selected as experimental subjects and a six-month individual music therapy programme was presented to each after establishing their individual problems. This information was derived from class teachers' reports, pupils' scores in the various school subjects and from the results of standardized scholastic and perceptual tests. The progress of each subject was discussed per se and illustrated by means of tables explaining the various data. During the period of presentation due attention was paid to: Fine muscle co-ordination, eye-hand co-ordination, left-right co-ordination, exercises in reading, visual and auditory discrimination and memory, spacial awareness, succession of sounds, foreground-background differentiation, number skills, spelling, sustained attention and perseverance, musical development and improvement of pupils' self-image. When the programme had been fully presented, the battery of tests was repeated and the class teachers were once more consulted to determine the extent of the progress. These data were then also included in the tables previously mentioned. The following conclusions could be drawn from the results of the individual music therapy programme that had been presented to the seven pupils: All the pupils concerned had made progress; subjects in which there had been significant improvement were reading, mathematics, spelling and hand-writing, with notable increase in writing speed; the experimental subjects showed improved ability to concentrate and their self-image had also improved. One can therefore arrive at the conclusion that music therapy can be successfully used with groups or individuals to help them overcome their learning problems. / Thesis (MEd)--PU vir CHO, 1983

Thesis (MEd)--PU vir CHO

When an educational change such as gifted child education is introduced into a school one of the key actors in its implementation on the micro-level is the teacher, whose attitude toward the change may be crucial as he is the ultimate user of that change. However, a teacher's workload is often heavy and this leaves him with little time or inclination to cope with the complexities of implementing a gifted child programme such as learning new skills and knowledge required by the programme. Implementation - the process of putting into practice an educational change or activity new to those expected to change - should occur in a supportive environment, and assistance and training should be provided by change agents both external and internal to the school. These change facilitators though, are often remote from the practical problems and concerns which may be experienced by teachers during the process of implementation. It is also unlikely that they will make the day-to-day interventions which are targeted directly at teachers. Consequently, a teacher who is in close contact with other teachers, who has knowledge and experience of their problems and who can gain easy access to their classrooms appears to be in a viable position to act as a facilitator during implementation. The literature indicates that a teacher regarded as a charismatic, credible leader by his peers may assume the role of teacher representative/facilitator, thereby enhancing the process of implementation. He may emerge as a 'second change facilitator' who complements the facilitative activities of the principal. He can also compensate for what the principal does not do. There is little formal recognition or training for this role - an experienced teacher with the potential for becoming a change facilitator may assume this role. He may then respond to the concerns of his colleagues, function as a representative/role model, consult with teachers and reinforce their implementation efforts, coach and train them, provide opportunities for discussion and problem-solving and provide feedback on a day-to-day basis. Unlike those of other change agents, his interventions may be targeted directly at teachers. The teacher's role as possible change facilitator during the process of implementation may be subject to limitations since it appears from this investigation that the degree to which he can make interventions is influenced by the change facilitative style of the principal. Principals, who emerge as key figures during the process of implementation, have been identified as managers, responders or initiators. The principal's style influences the type of interventions a teacher facilitator may make and the roles he can assume. From this study however it appears that the role of teacher-facilitator is a viable and an important one especially in the phase of teacher use. He is able to maintain close personal contact with his colleagues, he is always available for consul tat ion, he can provide direct, personal aid and he is able to target coaching and training activities directly at teachers. By providing a supportive environment and assistance at the classroom level a teacher can facilitate the implementation of a gifted child programme in a school. / Dissertation (MEd)--UPE, 1989

When an educational change such as gifted child education is introduced into a school one of the key actors in its implementation on the micro-level is the teacher, whose attitude toward the change may be crucial as he is the ultimate user of that change. However, a teacher's workload is often heavy and this leaves him with little time or inclination to cope with the complexities of implementing a gifted child programme such as learning new skills and knowledge required by the programme. Implementation - the process of putting into practice an educational change or activity new to those expected to change - should occur in a supportive environment, and assistance and training should be provided by change agents both external and internal to the school. These change facilitators though, are often remote from the practical problems and concerns which may be experienced by teachers during the process of implementation. It is also unlikely that they will make the day-to-day interventions which are targeted directly at teachers. Consequently, a teacher who is in close contact with other teachers, who has knowledge and experience of their problems and who can gain easy access to their classrooms appears to be in a viable position to act as a facilitator during implementation. The literature indicates that a teacher regarded as a charismatic, credible leader by his peers may assume the role of teacher representative/facilitator, thereby enhancing the process of implementation. He may emerge as a 'second change facilitator' who complements the facilitative activities of the principal. He can also compensate for what the principal does not do. There is little formal recognition or training for this role - an experienced teacher with the potential for becoming a change facilitator may assume this role. He may then respond to the concerns of his colleagues, function as a representative/role model, consult with teachers and reinforce their implementation efforts, coach and train them, provide opportunities for discussion and problem-solving and provide feedback on a day-to-day basis. Unlike those of other change agents, his interventions may be targeted directly at teachers. The teacher's role as possible change facilitator during the process of implementation may be subject to limitations since it appears from this investigation that the degree to which he can make interventions is influenced by the change facilitative style of the principal. Principals, who emerge as key figures during the process of implementation, have been identified as managers, responders or initiators. The principal's style influences the type of interventions a teacher facilitator may make and the roles he can assume. From this study however it appears that the role of teacher-facilitator is a viable and an important one especially in the phase of teacher use. He is able to maintain close personal contact with his colleagues, he is always available for consul tat ion, he can provide direct, personal aid and he is able to target coaching and training activities directly at teachers. By providing a supportive environment and assistance at the classroom level a teacher can facilitate the implementation of a gifted child programme in a school. / Dissertation (MEd)--UPE, 1989