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The aim of this thesis was to investigate the relation between different kinds ofremedial teaching models, not specifically addressed to pupils with physicaldisabilities, in the Swedish school context, and to describe and analyze theobjectives related to each model. Research focus was held on professionaldescriptions of school related problems and arguments for different kind of models,but also on objectives formulated in Swedish school policy. As theoretical toolswere used discourse analysis and interpretive policy analysis. The concept ofalienation as it appears throughout Foucault’s work was also used to understand howdifferent knowledge fields as education, special education, psychology and medicinedivide themselves from each other. The study was based on the reading of schoolfiles for 19 pupils and some central school policy documents. The result implies thatSwedish school is, and seems to always have been differentiated, though legaldocuments proclaim the opposite. Further the thesis shows that especially social andpsychological dimensions of special school support is excluded from officialeducational policy in contrast to more medical ones, which in turn implies thatcertain remedial teaching models virtually are made invisible.

In Lesotho the provision of education and care for learners with special educational needs was primarily the responsibility of non-governmental organizations, churches and individuals until the Lesotho Ministry of Education took an active interest in the early 1980s. Inclusive education has, since then, become a critical aspect of the Lesotho education system. This study explores educators' experiences in teaching learners with learning disabilities in three primary schools in Lesotho. Using a qualitative, descriptive and theoretical research design, the study employs a case study approach to answer the following questions: What are educators' understandings of learning disabilities in the classroom? What are the challenges that educators experience in teaching learners with learning disabilities? The data was collected from a sample of six educators from three primary schools (two educators from each school) through semi-structured interviews, observations, document reviews and questionnaires. The study revealed that the educators have not been properly prepared for implementation of the policy of inclusive education; this is reflected by their limited understanding of inclusive education. It also shows a weakness in dissemination of inclusive education policies as educators are not well trained, especially to assist learners with learning disabilities. The focus tended to be only on children with hearing impairment, sight impairment and physical disability. Therefore there is a need for the Lesotho Ministry of Education, not only to review the policy and curriculum of inclusive education, but also unpack the dissemination process so that it empowers and supports educators with knowledge and practical strategies. There are many learning disabilities which educators do not seem to know and the training of educators for the implementation of IE should address the issue. / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.

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

Problems with students’ performance in Mathematics at tertiary level are common in South Africa − as it is worldwide. Pass rates at the university of technology where the researcher is a lecturer, are only about 50%. At many universities it has become common practice to refer students who do not have a reasonable chance to succeed at university level, for additional support to try to rectify this situation. However, the question is which students need such support? Because the Grade 12 marks are often not perceived as dependable, it has become common practice at universities to re-test students by way of an entrance exam or the "National Benchmark Test"- project. The question arises whether such re-testing is necessary, since it costs time and money and practical issues make it difficult to complete timeously. Many factors have an influence on performance in Mathematics. School-level factors include articulation of the curriculum at different levels, insufficiently qualified teachers, not enough teaching time and language problems. However, these factors also affect performance in most other subjects, but it is Mathematics and other subjects based on Mathematics that are generally more problematic. Therefore this study focused on the unique properties of the subject Mathematics. The determining role of prior knowledge, the step-by-step development of mathematical thinking, and conative factors such as motivation and perseverance were explored. Based on the belief that these factors would already have been reflected sufficiently in the Grade 12 marks, the correlation between the marks for Mathematics in Grade 12 and the Mathematics marks at tertiary level was investigated to assess whether it was strong enough for the marks in Grade 12 Mathematics to be used as a reliable predictor of success or failure at university level. It was found that the correlation between the marks for Mathematics Grade 12 and Mathematics I especially, was strong (r = 0,61). The Mathematics marks for Grade 12 and those for Mathematics II produced a correlation coefficient of rs = 0,52. It also became apparent that failure in particular could be predicted fairly accurately on the basis of the Grade 12 marks for Mathematics. No student with a Grade 12 Mathematics mark below 60% succeeded in completing Mathematics I and II in the prescribed two semesters, and only about 11% successfully completed it after one repetition. The conclusion was that the reliability of the prediction based on the marks for Grade 12 Mathematics was sufficient to refer students with a mark of less than 60% to receive some form of additional support. / MEd, Learning and Teaching, North-West University, Vaal Triangle Campus, 2011

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

Thesis (M.S.)--Kutztown University, 1988. / Source: Masters Abstracts International, Volume: 45-06, page: 2811. Abstract precedes title page. Includes bibliographical references (leaves 71-78).

Thesis (M.A.T.)--University of Texas at El Paso, 2008. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis (Ed.D.)--Teachers College, Columbia University, 1994. / Includes tables. Typescript; issued also on microfilm. Sponsor: Lee Knefelkamp. Dissertation Committee: Harvey Kaye. Includes bibliographical references (leaves 384-407).

Thesis (Ph. D.)--Illinois State University, 1989. / Title from title page screen, viewed October 6, 2005. Dissertation Committee: Rodney P. Riegle (chair), Vernon A. Adams, J. Christopher Eisele, Jerry R. Moskus, Thomas W. Nelson, David R. Pierce. Includes bibliographical references (leaves 252-266) and abstract. Also available in print.