Thesis (MEdPsych)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: The study was undertaken to identify internal and external assets of a ten year- old
girl with Down Syndrome. The assets include those of the individual and the broader
community. The learner’s assets, in her immediate environment, was difficult to
identify because of minimal exposure to community activities. A list of assets were
compiled and the 40 Developmental Assets as researched by the “Searched Institute
of Minneapolis” (Roehlkepartain & Leffert, 2000), served as key elements for the
cartographic listing of the assets of the learner with Down Syndrome. In this
research, the asset-based approach was used as a framework. A qualitative
research design was used for the research where the learner was observed in her
natural environment. The learner was observed at school and at home with the aim
to identify assets.
During the research the parents as well as the school was empowered by shifting
their focus from the learner’s needs and shortcomings to the learner’s strengths,
abilities and talents. The identifying of the new assets will enable the learner to
improve her socialising skills and allow her to improve her self-care.
The results of the research show that the parents and the school developed a more
positive attitude with regard to the identification and mobilization of assets of
learners with disabilities. / AFRIKAANSE OPSOMMING: Die studie is onderneem om interne en eksterne bates by 'n leerder met
Downsindroom te identifiseer. Die bates sluit nie net diè van die individu in nie, maar
neem ook die bates wat in die breër gemeenskap bestaan, in ag. Die leerder se
eksterne bates in haar onmiddellike omgewing was moeilik identifiseerbaar, omdat
sy weinig blootgestel word aan gemeenskapsaktiwiteite. 'n Lys van bates is
saamgestel en die 40 Ontwikkelingsbates soos deur die "Search Institute of
Minneapolis" (Roehlkepartain & Leffert, 2000) nagevors, is as sleutelelemente
gebruik vir die kartografering van die bates vir die leerder met Downsindroom. In
hierdie navorsing is die bate-gebaseerde benadering as 'n raamwerk gebruik. 'n
Kwalitatiewe navorsingsontwerp is vir hierdie navorsing gebruik waar die leerder in
haar natuurlike omgewing waargeneem is. Die leerder is by die skool en by die huis
waargeneem met die doel om bates te identifiseer. Tydens die navorsing is die ouers
en die skool bemagtig deur hul fokus te verskuif vanaf die leerder se behoeftes en
tekorte na die leerder se sterkpunte, vermoëns en talente. Die identifisering van die
nuwe bates by die leerder sal haar sosialiseringsvaardighede verbeter en haar in
staat stel om veral haar selfversorging te verbeter.
Die resultate van die navorsing dui daarop dat die ouers en die skool 'n meer
positiewe houding ontwikkel het ten opsigte van die identifisering en mobilisering van
bates by leerders met gestremdhede.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/21354 |
| Date | 12 1900 |
| Creators | Visagie, Peter May |
| Contributors | Newmark, R., Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | Afrikaans |
| Detected Language | English |
| Type | Thesis |
| Format | 90 leaves : ill. |
| Rights | Stellenbosch University |
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