Thesis (MEdPsych)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: This study was undertaken to explore the asset-based approach to community
involvement with learners with learning barriers. The extent to which the asset-based
approach serves as an extension of the medical and ecosystemic models as well as the
role of the educational psychologist was examined.
Action-research was used in a qualitative research design that entailed a study of
learners with learning barriers of the ELSEN-Unit at Parow Preparatory School. The
utilization of the community's assets was directed at the stimulation and further
development of the learners' identified assets. It was found that the collaborative
relationship within the asset-based approach contributes to community involvement
with learners with learning barriers.
The study further showed that certain aspects of the medical and ecosystemic models
are still utilized during the application of the asset-based approach. However, the
latter approach serves as an extension of these existing models, as the focus is
directed at the identification and mobilization of the learners' and the community's
assets, rather than at their shortcomings and needs.
The extension of the medical and ecosystemic models in the management of learners
with learning barriers implies certain degree of role modification an expansion of the
educational psychologist. The findings concerning the role of the educational
psychologist within the asset-based approach is examined and discussed. / AFRIKAANSE OPSOMMING: Hierdie studie is onderneem om die bate-gebaseerde benadering tot
gemeenskapsbetrokkenheid by leerders met leerhindernisse te ondersoek. Die mate
waarin die bate-gebaseerde benadering dien as 'n uitbreiding van die mediese en
ekosistemiese modelle, asook die rol van die opvoedkundige sielkundige word
ondersoek.
In In kwalitatiewe navorsingsontwerp is gebruik gemaak van aksie-navorsing wat In
studie van die leerders met leerhindernisse van die OLSO-Eenheid by
Voorbereidingskool Parow behels het. Die aanwending van die gemeenskap se bates
was gerig op die stimulering en verdere ontwikkeling van die leerders se
geïdentifiseerde bates. Daar is gevind dat hierdie kollaboratiewe verhouding binne die
bate-gebaseerde benadering bydra tot gemeenskapsbetrokkenheid by leerders met
leerhindernisse.
Die studie het verder getoon dat sekere fasette van die mediese en ekosistemiese
modelle steeds aangewend word tydens die toepassing van die bate-gebaseerde
benadering. Laasgenoemde benadering dien egter as uitbreiding van hierdie bestaande
modelle, aangesien op die identifisering en mobilisering van die leerders en die
gemeenskap se bates gefokus word, eerder as op hul tekortkominge en behoeftes.
Die uitbreiding van die mediese en ekosistemiese modelle in die hantering van
leerders met leerhindernisse impliseer sekere rolveranderinge en -uitbreidings van die
opvoedkundige sielkundige. Die bevindinge ten opsigte van die opvoedkundige
sielkundige se rol binne die bate-gebaseerde benadering word ondersoek en bespreek.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/50034 |
| Date | 12 1900 |
| Creators | Botha, Lorinda |
| Contributors | Newmark, 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 | English |
| Type | Thesis |
| Format | 99 p. : ill. |
| Rights | Stellenbosch University |
Page generated in 0.0082 seconds