Theses and Dissertations (Orthopaedic Surgery)

Permanent URI for this collectionhttp://hdl.handle.net/2263/32502

Browse

Now showing 1 - 10 of 10

Kunsterapie met die dowe kind (Afrikaans)
(University of Pretoria, 2006-11-09) Coetzee, R.A.; upetd@ais.up.ac.za; Botha, Karin
The deaf child’s primary handicap is his inability to hear human speech. The whole functioning of the deaf child is hampered by his hearing loss. This implicates that deafness can cause secondary problems such as: -- language problems; -- speech problems; -- thinking problems; -- social problems; -- emotional problems; -- educational problems; -- occupational problems; and -- family problems. These problems impose a special challenge to people who intervene with deaf children. The deaf child cannot communicate intelligibly. The therapist has to pay special attention to this problem and to the way in which communication will commence and continue. Pedotherapeutic intervention implicates effective communication. The use of language plays an important role in the Educational-psychological practice. Diagnostic tests and therapeutic techniques require an average language capability. The therapist must seek alternative concrete ways in which to assess the deaf child and to solve the child’s problems. The creation of a work of art is a concrete sensory act. A variety of authors state that, most children can project their deepest inner feelings through a work of art without fear and pain. The instructions given for art therapy are simple and most children feel safe to create. A child’s work of art has diagnostic as well as therapeutic value. It is important that the therapist will recognize and interpret the projected symbols and that he will use it to change and expand the deaf child’s world of meaning. During the assessment of a child’s drawing the therapist must take aspects of the art work, such as colour, form, line, art material, the content of the drawing, the perceptual and motor development of the child, the child’s age, non-verbal communication and verbal communication during the creative process, into consideration. The therapist must not use above-mentioned directions at random. Every individual’s work of art must be assessed in a phenomenological way, before any conclusions can be made. A private, well equipped art therapy room is necessary for the child in order to feel safe to explore and create. The therapist who intervenes with deaf children has to be well trained. He must have knowledge and experience of deafness, know sign language and should have exceptional language abilities. In this study the therapist applied art therapy with a deaf child. Both the child and his educators were involved in therapy. The therapy was successful. Most of the therapeutic goals were achieved. The therapist needed to adapt the way of communication in order to enhance the level of communication between her and the deaf child. Art therapy can be successfully used with the deaf child because adequate communication is possible, the deaf child can identify with the therapeutic content and transcendence is possible. Some deaf children do not respond well to art therapy. The uniqueness of each deaf child should be taken into consideration before a therapeutic technique can be chosen.
The accommodation of the black grade nine learner in a traditionally white school
(University of Pretoria, 2006-11-08) Ferreira, G.V.; upetd@up.ac.za; Erasmus, Petro
Please read the abstract in the section 00front of this document
Die disharmoniese onderwyssituasie : riglyne vir die ortodidaktiese praktyk (Afrikaans)
(University of Pretoria, 2008-10-09) Van Nikerk, P.A.; Van der Stoep, F.; upetd@up.ac.za; Du Toit, Andries Stephanus
Please read the abstract in the section 07back, of this document
Die invloed van televisie op die geslagsopvoeding van die vroeë adolessent (Afrikaans)
(University of Pretoria, 2011-11-24) Van Nikerk, P.A.; upetd@up.ac.za; Louw, Cornelia Dorothea
Please read the abstract in the section 00front of this thesis.
Die betekenis van skaakspel ter verbetering van die kind se verstandelike aktualisering (Afrikaans)
(University of Pretoria, 2008-10-09) Van Nikerk, P.A.; upetd@up.ac.za; Van Zyl, Anna Sophia Aletta Johanna
Please read the abstract in the section, 07resume of this document
Ouerbegeleiding vir die kognitiewe ontwikkeling van die milieubenadeelde kleuter (Afrikaans)
(University of Pretoria, 2006-07-29) Ferreira, G.V.; upetd@ais.up.ac.za; Vorster, Wilna
The full text of this thesis/dissertation is not available online. Please contact us if you need access. Read the abstract in the section 00front of this document.
The design of diagnostic reading materials for South African learners in the foundation phase using English as the language of learning
(University of Pretoria, 2007-01-22) Bouwer, A.C., 1946-; upetd@up.ac.za; De Jongh, Annie Jeanetta
Reading is a complex, communicative, integrative and interactive act and one of the most important s kills any learner has to acquire in the formal learning situation. It forms a primary basis for learning. Timeous identification of possible reading difficulties, with the emphasis on enhancing effective initial instruction rather than on providing learning support later, implies that the reading assessment of learners in the Foundation Phase should be regarded as an intrinsic part of the early instruction of reading. Since no formal, locally developed English reading instrument exists for all South African learners in the Foundation Phase, the aim of the research was to develop diagnostic English reading materials for the heterogeneous population of South African learners in Grades 1 to 3 in English schools, to be used by the regular class teacher. In order to design appropriate reading assessment materials, a literature survey was conducted on the latest developments in the theory of reading assessment and test construction. Theory was integrated with praxis and practice, using case studies to illustrate views adopted, resulting in syntheses for the requirements and criteria for the design of the diagnostic reading materials. Two comparable sets of materials in the multiple-choice question format and a user's manual were developed, starting with the recognition of initial letters in words and progressing to complex paragraph reading, with the emphasis always on comprehension. A pilot study was conducted, items were refined and scrutinised by a panel of experts and the materials were experimentally administered to 726 learners at four schools. The responses were coded, the data were captured and statistically computated, and an item analysis and selection, as well as a frequency distribution analysis of errors per error type were conducted. Conclusions were drawn from the findings. <-p> The reading assessment materials were concluded to be practical, valid and reliable. In final form, the materials held the promise of valuable contributions to the understanding of reading development and reading difficulties. Final recommendations were made concerning the final design and the adminis¬tration and use of the materials.
Kunsterapie met die dowe kind (Afrikaans)
(University of Pretoria, 2009-04-24) Coetzee, R.A.; upetd@up.ac.za; De Wet, Karin
Please read the abstract in the section 00front of this document
Die ontwerp van 'n pedoterapeutiese praktyk (Afrikaans)
(University of Pretoria, 1980) Van Nikerk, P.A.; upetd@up.ac.za; Olivier, Suzan Emily
Die doel van hierdie ondersoek is die blootlegging van die struktuur van die pedoterapeutiese gebeure ten einde 'n moontlike weg aan te dui waarop die ortopedagoog die pedoterapie kan beplan en doelgerig praktyk kan stig. Die ondersoek verloop drieledig. Ten eerste is 'n literatuurstudie onderneem ten einde die huidige siening aangaande kinderafwyking en hulpverlening ter opheffing te verken. Hierdie gegewens is in hoofstuk I vervat. Die literatuurstudie is aangevul deur navorsing oor die huidige stand van hulpverlening in die praktyk aan kinders wat opvallend geraak het weens hul onaanvaarbare gedrag. Al die universiteite in die R.S.A. waar hulpverlening aan sodanige kinders plaasvind en waar terapeute opgelei word, is by die navorsing betrek. Die uitkoms van hierdie navorsing is in hoofstuk II vervat. Ten spyte van die feit dat al die betrokke instansies te kenne gegee het dat hulle die kind se opvoedingsgesitueerdheid van sodanige belang ag dat die ouers by die hulpverlening betrek word, het die voorbereiding mank gegaan aan beplanning wat getuig van 'n integrasie van bestaande pedagogiese insigte. Die tweeds gedeelte van die ondersoek behels 'n teoretiese deurskouing van pedoterapie as 'n fenomeen ten einde sy konstituente bloat te 18. Hierdie ondersoek is gedoen deur bestaande pedagogiese kategoriee as beligtende denkmiddele aan te wend. Hoofstuk III bevat 'n teoretiese fundering van pedoterapie. Op grand van die struktuur wat in hoofstuk III blootgelê is, kon daar in hoofstuk IV oorgegaan word tot die antwerp van pedoterapeutiese praktyk wat getuig van 'n konvergensie van pedagogiekkennis. Die derde gedeelte van die ondersoek is weer eens praktykgerig en behels 'n verifikasie van die bruikbaarheid van genoemde antwerp. In hoofstuk V word 'n eksemplaar van pedoterapie as ortopedagogiese hulpverlening weergegee. Die praktyk bewys die waarde van die struktuur vir langtermynbeplanning van pedoterapie sowel as vir voorbereiding van elke indiwiduele sessie. Hulpverlening aan die ouers en die kind kan nou op 'n gekoordineerde wyse voltrek ten einde die wordingsagterstand by die kind op te hef, wording te versnel en die natuurlike opvoedingsgang tussen ouers en kind te herstel. In hoofstuk VI word die bevindinge sowel as gevolgtrekkings wat uit die ondersoek voortspruit, weergegee. Daar word ook aanbevelings gemaak wat implikasies inhou vir die ortopedagoog in die praktyk sowel as vir die opleiding van students in pedoterapie. ENGLISH : The purpose of this investigation is to reveal the structure of the pedotherapeutical events in order to indicate a possible way in which the orthopedagogue can plan pedotherapy and establish a goaldirected practice. Three aspects are covered in the investigation. Firstly, a study of literature to determine current viewpoints on deviant behaviour in children and intervention strategies for alleviating the problem. This information can be found in Chapter I. The literature study has been supplemented by research related to the assistance given to children who are exceptional because of their unacceptable behaviour. All universities in the R.S.A. which are involved in assisting such children and in training therapists have been included in this research. The outcome of the research is recorded in Chapter III. In spite of the fact that all these institutions indicated that they considered the child's dependence on parental support and guidance to be sufficiently important to warrant the involvement of the parent in the assistance given, their planning showed a notable lack of integration of existing pedagogical knowledge. The second part of the investigation is concerned with a penetrating theoretical survey of pedotherapy as a phenomenon in order to expose its constituents. Existing pedagogical categories are used in this investigation. Chapter III comprises a theoretical foundation for pedotherapy. On the basis of the structure revealed in this chapter it is possible to establish a design for a pedotherapeutical practice in Chapter IV, in which a convergence of pedagogical knowledge is evident. The third part of the investigation is also directed towards practice and comprises a verification of the usefulness of the indicated design. In Chapter V an example is used to illustrate pedotherapy as orthopedagogical practice. The value of this structure for long term planning as well as preparation for individual sessions is demonstrated in practice. Assistance to the parents and the child can be co-ordinated to overcome the discrepancy between the child's potential and his level of achievement, to guide the child in his becoming and to restore the natural educational channels between parent and child. In Chapter VI the findings and conclusions which emerge from the investigation are set out. Recommendations are also made which have implications for the orthopedagogue in practice as well as for training of students.
'n Rekenaar-ondersteunde prosedure vir die diagnostiese assessering van aandagafleibaarheid by Suid-Afrikaanse kinders (Afrikaans)
(University of Pretoria, 2007-04-07) Bouwer, A.C., 1946-; upetd@up.ac.za; Van Zyl, Antoinette
Please read the abstract in the section 00front of this document

Browse

Recent Submissions