Thesis (MEd(Psych))--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The literacy development of learners with special educational needs has traditionally been
approached from a behaviouristic framework, which led to the reductionistic teaching of
language, focussing on smaller units and sub-skills in order to facilitate a simplification of the
learning process.
During the 80's changes in the area of literacy development occurred, placing the focus on
the whole language approach. This approach (embedded in a constructivistic framework)
emphasises the holistic and integrated nature of the language and literacy system, which
seems to hold advantages for learners with special educational needs.
This also includes learners with Down Syndrome since literature shows that a phonetic
approach (which is reductionistic in nature) does not seem to benefit these learners in terms
of literacy development and support. The purpose of this study therefore was to ascertain
the usefulness of the whole language approach in the development of literacy skills of a
,
learner with Down Syndrome. This was accomplished by means of a literature review and
learner support twice a week.
The research methology took the form of a single case study consisting of a learner with
Down Syndrome within an inclusive classroom. The qualitative nature of the research, which
were descriptive and explanatory, made it possible to provide a rich holistic description of the
findings. Data derived from various sources were analyzed according to the constant
comparative method in order to identify the main and sub-categories.
The findings of the study showed real development in the literacy skills of the learner with
Down Syndrome. Noticeable, was the fact that the learner's reading skills developed faster
in relation to the other skills. This is supported by the literature review. A fifth dimension,
namely personal development was identified which promoted development on the cognitive
as well as affective area. Although the scope of the study was limited, it seemed that the
whole language a / AFRIKAANSE OPSOMMING: Geletterdheidsontwikkeling van leerders met spesiale onderwysbehoeftes is tradisioneel
vanuit 'n behavioristiese raamwerk benader, wat daartoe aanleiding gegee het dat taal
gereduseer is tot kleiner eenhede en subvaardighede ten einde die leerproses te
vergemaklik. Gedurende die tagtigerjare het veranderinge op die gebied van
geletterdheidsontwikkeling plaasgevind, wat die fokus op die geheeltaalbenadering geplaas
het. Hierdie benadering (gesetel in die konstruktivistiese verwysingsraamwerk) lê klem op
die holistiese en geïntegreerde aard van die taal- en geletterdheidsisteem, wat blyk om
voordeel vir leerders met spesiale onderwysbehoefte in te hou. Dit sluit ook die leerder met
Downsindroom in, aangesien literatuur daarop wys dat die fonetiese benadering
(reduksionisties van aard) nie blyk om tot voordeel van hierdie leerders se
geletterdheidsontwikkeling en -ondersteuning te strek nie. Die doel van die studie was
gevolglik om die bruikbaarheid van die geheeltaalbenadering in die ondersteuning van 'n
leerder met Downsindroom se geletterdheidsvaardighede te ondersoek. Dit is by wyse van
In literatuuroorsig en leerondersteuningsessies op 'n tweeweeklikse basis gedoen.
Die navorsingsmetodiek het die vorm van 'n enkel gevallestudie aangeneem, bestaande uit
'n leerder met Downsindroom in 'n inklusiewe klaskamer. Die kwalitatiewe aard van die
navorsing, wat beskrywend, verkennend en verklarend is, het dit moontlik gemaak om 'n ryk
holistiese beskrywing van die bevindinge te gee. Data afkomstig van verskeie bronne is
volgens die konstante vergelykende metode geanaliseer ten einde die hoofkategorieë en
subkategorieë te identifiseer.
Die bevindinge van die studie het gedui op 'n beduidende ontwikkeling van die die leerder
met Downsindroom se geletterdheidsvaardighede. Opmerklik was die feit dat die leerder se
leesvaardighede, in vergelyking met die ander geletterdheidsvaardighede, vinniger ontwikkel
het. Dit word deur die literatuuroorsig ondersteun. 'n Vyfde dimensie, naamlik
persoonsontwikkeling, is geïdentifiseer wat ontwikkeling op kognitiewe sowel as affektiewe
gebied bevorder het. Alhoewel die omvang van die studie beperk was, blyk dit dat die
geheeltaalbenadering tot voordeel van die leerder met Downsindroom se
geletterdheidsontwikkeling strek.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/52857 |
| Date | 12 1900 |
| Creators | Du Plessis, Minette |
| Contributors | Rossouw, M. W., Hall, R., Stellenbosch University. Faculty of Education . Dept. of Educational Psychology . |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | af_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 119 p. : ill. |
| Rights | Stellenbosch University |
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