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Die spesifiek-leergestremde seun in die sekond^ereskoolfase van skole vir buitengewone onderwys: persoonsbeeld en onderwysvoorsiening

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dc.contributor.author Nell M en
dc.date.accessioned 2016-09-22T08:31:15Z
dc.date.available 2016-09-22T08:31:15Z
dc.date.created 1986 en
dc.date.submitted 1989 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/27317
dc.description.abstract The aims of this study are to determine the personal characteristics of boys with specific learning disabillities in the secondary phase of schools for specialised education in the Western and the Eastern Cape under the jurisdiction of the Department of Education and Culture, to identify facets of the orthopedagogic programme which need to be improved in these schools, and to determine whether or not a need exists for a more career-orientated curriculum in the senior secondary school phase. An empirical investigation was conducted with a group of 41 boys with specific learning disabilities who were in standard seven in 1987 in five schools for specialised education in the Western and Eastern Cape. Psychometric tests and a biographical questionnaire were used to determine the personal characteristics of the pupils as well as the nature of the orthopedagogic programme in the schools. The review of the literature and the empirical investigation revealed the following: The research group is, on average, one year older than pupils who are not learning disabled. The majority of the pupils come from homes with stable families where satisfactory parent-child relationships exist. However, the educational involvement of the father-figures with the schools is weak. Although the pupils possess average intellectual abilities, they, in spite of many years of specialised education, still manifest lags with regard to their language and basic scholastic skills and metacognitive functioning. The result is that they are inadequate and very dependent in the learning situation. They therefore develop an external locus of control with regard to success with resultant learned helplessness and passivity in the learning situation. The scholastic achievement of the group of pupils is unrealistically high and does not correlate with their weak scholastic skills, an indication that the standard of examining in the schools for specialised education is possibly too low. Although the group of pupils in general possesses average aptitudes and neutral vocational interests there are indications that these pupils show a preference towards careers in commercial trading and an aptitude for careers where their good non-verbal, visio-spatial abilities are important acquirements. These pupils exhibit personality traits which correlate with their neuropsychological dysfunction. They are more labile, tense, confused and impulsive and also socially less adjustable as a result of weak social skills and social perception. Although they do not display a low general self-concept their academic selfconcept is lower than the other components. On the whole the orthopedagogic programme in the schools is vague and based on trial and error. An improvement in the orthopedagogic programme is very necessary with regard to the treatment of weak parent-child relationships, metacognitive functioning, social skills and social perception. It is also necessary to institute overarching components as a result of which the intervention can be made to be goal-directed, effective, systematic and well coordinated. The review of the literature and the personality profile of the pupils derived from the empirical study as well as the opinions of staff in the schools of specialised education indicate that, during the senior secondary school phase, these pupils should have access to a curriculum where vocationally orientated technical education is offered to link up with post-school and tertiary education courses offered at Technical Colleges and Technikons respectively. en
dc.language Afrikaans en
dc.subject Education en
dc.subject Orthopedagogics (including orthodidactics and special education) (from primary to secondary level) (including orthodidactics and special education) (from primary to secondary level) en
dc.title Die spesifiek-leergestremde seun in die sekond^ereskoolfase van skole vir buitengewone onderwys: persoonsbeeld en onderwysvoorsiening en
dc.type Doctoral degree en
dc.description.degree PhD en


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