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

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.

The major purpose of this descriptive study was to identify the reasoning strategies used by seventh- and eighth grade severely disabled remedial reading students when attempting to comprehend expository and narrative prose. Additional research questions dealt with the most frequently used strategies; correct responses to questions through the use of strategies; strategies used when responding to narrative and expository prose; strategies used when answering literal and inferential questions; and the strategies used by individual students.

M.A. (Applied Linguistics) / This dissertation explores the phenomenon of errors in the writing of second language learners. The concepts of language error and standard language are discussed briefly. The Contrastive Analysis and Error Analysis hypotheses are presented and the notions of interlanguage and fossilization explored. The limitations and strengths of the Error Analysis hypothesis are pointed out. Research on error correction and remediation is reviewed. Questions such as whether errors should be corrected, when, how and by whom, as well as which errors should be attended to, are considered. An error analysis of the written work of a group of English second language students is undertaken. Errors of a mainly syntactic nature are identified and classified and the possible causes of some are pointed out. The dissertation considers the implications of these errors for language teaching and concludes by making recommendations with 'special reference to the distance teaching situation.