M.E. (Educational Psychology) / The phenomenon of learning disability is evident within many children. This problem obstructs the mastering of basic didactical skills in children. Despite the fact that these children appear to have adequate intellectual abilities, they experience serious .problems in mastering such skills as reading, spelling and writing as well as arithmetical skills. These problems lead to a low selfesteeIll and causes incessant failure in scholastic achievement. Learning disabled children are in need of a highly specialized instructional programme.in order to overcome their learning problems. In Transvaal, provision is made for learning disabled children by aid class placement. Many parents however have objections against placement in aid classes in that their children become "exeptional children". They believe that their children can overcome their learning problems by means of their remedial programmes. It was thus essential to arrive at a psychological and a didactical view of the learning disabled child. Furthermore it was necessary to undertake a psycho-didactic consideration of reading- and arithmetic problems. Aid class instruction and alternative remedial procedures as such, were emphasized. The purpose of this study therefore was to determine whether learning disabled children could adequately overcome their learning problems by means of alternative remedial procedures. Two groups of learning disabled children were identified id est those who were placed in aid classes and those who were for various reasons not placed in aid classes. Three different reading tests as well as addition and subtraction tests were administered to ascertain the children I s level of scholastic achievement.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uj/uj:11915 |
| Date | 28 July 2014 |
| Creators | Burger, Riana Elizabeth |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
| Rights | University of Johannesburg |
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