Show simple item record

dc.contributor.advisorVan Staden, A.
dc.contributor.authorTolmie, S. J.
dc.date.accessioned2018-01-09T06:55:40Z
dc.date.available2018-01-09T06:55:40Z
dc.date.issued2013-12
dc.identifier.urihttp://hdl.handle.net/11660/7537
dc.description.abstractEnglish: This study examines the experiential problems of learners with cerebral palsy (CP). Reference is made to the development of the concept of self and to the influence of defective brain processes on learners’ language skills and numerical processing. Problem-oriented visual-perceptual intervention strategies are proposed and tested in support of the key problem. The research results of this study are also verified by means of two empirical investigations, involving learners with CP in the basic and intermediary phases, respectively. The summary and findings of each article are discussed in the following paragraphs. Article 1 discusses the development of the concept of self of children with CP, concomitant with the two main learning disabilities, namely language and numerical disabilities. The article also explores the raised stress levels of the caregivers in the caring set-up and their impact on the child with CP. According to Karasek (1979), the degree of either poor or good control of the caring situation has a direct effect on the psychological well-being of the CP child. A deliberate positive attitude leads to these children’s positive experience of the concept of self, resulting in their greater audacity and use of talents. This subscribes to Seligman’s (2002) Positive Psychology, which states that individuals must concentrate and build on positive events in their life. This article also refers to the success stories of various individuals with CP. Article 2 discusses the language development of learners with CP, with specific reference to the incomplete phonological loop as the main cause. The phonological loop in the working memory must be completed before phoneme-grapheme capture is established and phonological awareness can develop. The visual, auditory and speech impairments of learners with CP cause a distorted sound or image of a letter to be an initial speech input in the phonological loop, hampering the normal development of phonological awareness. The aim of the visual-perceptual intervention strategies, drawn up for this study, is to support the problem due to the incomplete phonological loop. Article 3 discusses the implementation of visual-perceptual intervention strategies for the literacy problems of learners with CP. The Davis strategies as well as visual imaging are mainly used to address the gap caused by the visual, auditory and speech impairments of learners with CP which deprive them of their phonological awareness. The results of the empirical research show that the language defects of learners (Grades 1 to 3) in the experimental group improved significantly following exposure to the visual-perceptual intervention strategies, compared to those of learners in the control group who were not expo sed to these intervention strategies. Article 4 discusses the numeracy deficits of learners with CP. The theoretical study found that language defects have a direct influence on a learner’s numerical abilities. Unfortunately, the visual, auditory and speech impairments of these learners hamper the correct perception of the figure/symbol, thus interrupting the phonological loop. The phonological loop in the working memory must be completed before a learner can attach meaning to a figure/symbol in order for it to be memorised. The understanding of number is thus lost. These learners also experience problems with mathematical words and word sums. Visual-perceptual intervention strategies enable learners with CP to develop a memory picture of figures and symbols as well as an understanding of number and numerical skills early in their life. Article 5 discusses the development and implementation of visual-perceptual intervention strategies in support of the numeracy deficits of learners with CP. The results of this empirical research show that the numeracy deficits of learners in the experimental group (Grades 4 to 6) improved significantly following exposure to the visual-perceptual intervention strategies, compared to those of learners in the control group who were not exposed to these strategies. It can, therefore, be concluded that the numerical skills of learners with CP improved when they were taught mathematics by means of visual-perceptual intervention strategies.en_ZA
dc.description.abstractAfrikaans: In hierdie studie is die belewenisproblematiek van leerders met serebrale gestremdhede (SG) ondersoek. Daar word verwys na selfkonsepontwikkeling, sowel as die invloed van foutiewe breinprosesse op hulle taalvaardighede en numeriese prosessering, terwyl probleemgerigte visueel-perseptuele intervensiestrategieë as ondersteuning van die kernprobleem voorgestel en getoets is. Die navorsingsresultate tydens hierdie studie is ook geverifieer deur twee empiriese ondersoeke waarby leerders met SG in die grondslag- en intermediêre fase onderskeidelik, betrek is. Die samevatting en bevindinge van elke artikel word in die volgende paragrawe bespreek. In artikel 1 is die selfkonsepontwikkeling van kinders met SG bespreek, gepaardgaande met die twee hoofleergestremdhede, naamlik taal- en numeriese gestremdhede. Die verhoogde stresvlakke van die versorgers in die versorgingsituasie en die uitwerking daarvan op die kind met SG, is bespreek. Volgens Karasek (1979) het die mate van óf swakker kontrole, óf goeie kontrole oor die versorgingsituasie ’n direkte uitwerking op die psigologiese welstand van die SG kind. ’n Doelbewuste positiewe houding lei tot ’n positiewe selfkonsepbelewenis by hierdie kinders, met gevolglik groter waagmoed en aanwending van eie talente. Dit sluit aan by Seligman (2002) se Positive Psychology, wat noem dat individue moet konsentreer op positiewe gebeure in hul lewens en daarop moet voortbou. Suksesverhale van verskeie persone met SG word in hierdie artikel genoem. In artikel 2 is die taalontwikkeling van leerders met SG bespreek, met spesifieke verwysing na die onvoltooide fonologiese kringloop as kernoorsaak. Die fonologiese kringloop in die werkgeheue moet voltooi word voordat foneem-grafeem-vaslegging kan plaasvind en fonologiese bewustheid kan ontwikkel. Leerders met SG se sig-, gehoor- en spraakgestremdhede veroorsaak dat ’n verwronge klank of beeld van ’n letter as aanvanklike spraakinset in die fonologiese kringloop dien en die normale ontwikkeling van fonologiese bewustheid verhoed. Die doel van die visueel-perseptuele intervensiestrategieë wat vir hierdie studie opgestel is, is om die probleem na aanleiding van die onvoltooide fonologiese kringloop te ondersteun. In artikel 3 is die implementering van visueel-perseptuele intervensiestrategieë vir die geletterdheidsagterstande van leerders met SG bespreek. Die Davis-strategieë en visuele beelding is hoofsaaklik gebruik en is daarop gemik om die leemte aan te spreek wat veroorsaak word deur leerders met SG se sig-, gehoor en spraakgestremdhede, wat hulle van fonologiese bewustheid ontneem. In die empiriese ondersoek het navorsingsresultate bewys dat die taalagterstande van die leerders (graad 1 tot graad 3) in die eksperimentele groep beduidende verbetering getoon het ná blootstelling aan die visueel-perseptuele intervensiestrategieë, teenoor die leerders in die kontrolegroepe wat nie aan hierdie intervensiestrategieë blootgestel is nie. In artikel 4 word die numeriese agterstande van leerders met SG bespreek. Uit die teoretiese studie is bevind dat taalagterstande ’n direkte invloed op ’n leerder se numeriese vermoëns het. Ongelukkig verhoed die sig-, gehoor- en spraakgestremdhede van hierdie leerders die korrekte waarneming van die syfer/simbool en word die fonologiese kringloop onderbreek. Die fonologiese kringloop in die werkgeheue moet voltooi word voordat ’n leerder begrip kan heg aan ’n syfer/simbool, sodat dit in die geheue bewaar kan word. Vaslegging van getalbegrip gaan dus verlore. Wiskundewoorde en woordsomme is dus ook vir hierdie leerders problematies. Deur die visueel-perseptuele intervensiestrategieë ontwikkel die leerders ’n geheuebeeld van syfers en simbole en stel die leerders met SG reeds vroeg in hulle lewe in staat om getalbegrip en numeriese vaardighede te ontwikkel. In artikel 5 is die ontwikkeling en implementering van visueel-perseptuele intervensiestrategieë vir die ondersteuning van die numeriese agterstande van leerders met SG bespreek. Die navorsingsresultate in hierdie empiriese ondersoek het bewys dat die numeriese agterstande van die leerders in die eksperimentele groep (graad 4 tot graad 6) ná blootstelling aan die visueel-perseptuele intervensiestrategieë beduidend verbeter het, teenoor die leerders in die kontrolegroep wat nie daaraan blootgestel is nie. Die gevolgtrekking wat vir hierdie studie gemaak kan word, is dat leerders met SG se numeriese vaardighede verbeter het toe hulle deur middel van hierdie visueel-perseptuele intervensiestrategieë wiskundeonderrig ontvang het.af
dc.language.isoafaf
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectCerebral palsyen_ZA
dc.subjectCaregiveren_ZA
dc.subjectControlen_ZA
dc.subjectPositive thinkingen_ZA
dc.subjectLearning disabled children -- Education -- Language artsen_ZA
dc.subjectLearning disabled children -- Languageen_ZA
dc.subjectCerebral palsied children -- Educationen_ZA
dc.subjectCerebral palsyen_ZA
dc.subjectSuccessen_ZA
dc.subjectThesis (Ph.D. (Psychology of Education))--University of the Free State, 2013en_ZA
dc.titleDie problematiek van leerders met serebrale gestremdhede met spesifieke verwysing na taal, kognisie en numeriese versperrings tot leeraf
dc.typeThesisen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record