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Musiek as terapeutiese middel vir kinders met leerprobleme / Ria PietersePieterse, Ria January 1983 (has links)
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
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Musiek as terapeutiese middel vir kinders met leerprobleme / Ria PietersePieterse, Ria January 1983 (has links)
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
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Aggressie as simptoom van 'n kind se leerprobleme / Albertus Stefanus du PlooyDu Plooy, Albertus Stefanus January 1985 (has links)
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
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Aggressie as simptoom van 'n kind se leerprobleme / Albertus Stefanus du PlooyDu Plooy, Albertus Stefanus January 1985 (has links)
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
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Hulpverlening aan die leergeremde kind, met besondere verwysing na die ouditiewe modaliteit / Anna Christina LessingLessing, Anna Christina January 1983 (has links)
The study is concerned with learning disabled children. A literature survey
which deals with the definitions, causes and manifestations of learning
disabilities was conducted. An aid programme, focussing specifically on the
auditory modality, was developed.
Through a careful study of relevant literature it is clear that although a
learning disabled child possesses adequate or even above-average intellectual
capabilities, deficiencies such as abnormal behaviour and inadequacies in
learning which may be ascribed to malfunctions in the central nervous system,
are manifested. The causes of learning disorders could be of an external or
inherent nature and behavioural manifestations such as motor- or perceptual
deficiencies, hyperactivity and inadequate academic performance frequently
occur.
The importance of the auditory perceptual skills in the acquisition of reading
and spelling performances is emphasized. Research on auditory deficiencies
and their subsequent detrimental effect on reading and spelling performance,
indicate a significant relationship between these deficits and the impairment
of analysis, synthesis, storing and recalling of auditory information.
This survey was conducted in order to devise an auditory aid programme by
means of which deficits in auditory perception could be overcome or improved
and to decide whether the improvement of auditory deficits would contribute
positively towards the reading and spelling results of the learning disabled
child.
From the literature a variety of exercises for the improvement of the various
auditory perceptual skills were assembled. An integrated reading and spelling
programme to stimulate the development of-auditory skills was subsequently
devised and applied by means of the experimental method
This aid programme was applied with great success in six cases who had
previously been identified as learning disabled candidates. It resulted in a
remarkable improvement in auditory skills of all six participants. All of
them performed according to their mental age standard. Basic reading and
spelling abilities improved accordingly. Those participants who best overcame
their auditory perceptual deficiencies also gave the best performance in
reading and spelling abilities. / Thesis (MEd)--PU vir CHO, 1984
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Hulpverlening aan die leergeremde kind, met besondere verwysing na die ouditiewe modaliteit / Anna Christina LessingLessing, Anna Christina January 1983 (has links)
The study is concerned with learning disabled children. A literature survey
which deals with the definitions, causes and manifestations of learning
disabilities was conducted. An aid programme, focussing specifically on the
auditory modality, was developed.
Through a careful study of relevant literature it is clear that although a
learning disabled child possesses adequate or even above-average intellectual
capabilities, deficiencies such as abnormal behaviour and inadequacies in
learning which may be ascribed to malfunctions in the central nervous system,
are manifested. The causes of learning disorders could be of an external or
inherent nature and behavioural manifestations such as motor- or perceptual
deficiencies, hyperactivity and inadequate academic performance frequently
occur.
The importance of the auditory perceptual skills in the acquisition of reading
and spelling performances is emphasized. Research on auditory deficiencies
and their subsequent detrimental effect on reading and spelling performance,
indicate a significant relationship between these deficits and the impairment
of analysis, synthesis, storing and recalling of auditory information.
This survey was conducted in order to devise an auditory aid programme by
means of which deficits in auditory perception could be overcome or improved
and to decide whether the improvement of auditory deficits would contribute
positively towards the reading and spelling results of the learning disabled
child.
From the literature a variety of exercises for the improvement of the various
auditory perceptual skills were assembled. An integrated reading and spelling
programme to stimulate the development of-auditory skills was subsequently
devised and applied by means of the experimental method
This aid programme was applied with great success in six cases who had
previously been identified as learning disabled candidates. It resulted in a
remarkable improvement in auditory skills of all six participants. All of
them performed according to their mental age standard. Basic reading and
spelling abilities improved accordingly. Those participants who best overcame
their auditory perceptual deficiencies also gave the best performance in
reading and spelling abilities. / Thesis (MEd)--PU vir CHO, 1984
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