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Leerprobleme: 'n opvoedkundige perspektief

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dc.contributor.author Du Toit, A. S.
dc.date.accessioned 2009-05-07T07:10:41Z
dc.date.available 2009-05-07T07:10:41Z
dc.date.issued 2009-05-07T07:10:41Z
dc.identifier.uri http://hdl.handle.net/10210/2483
dc.description Inaugural lecture--Department of Education, Rand Afrikaans University, 16 October 1984 en
dc.description.abstract In contrast with the accepted usage of the term "learning problems" as isolated entities which can be understood in terms of labeled syndromes or conditions, the pedagogical perspective of learning problems can be clearly distinguished in the sense that the child is never viewed in isolation of the pedagogical situation. Therefore the child with learning problems is considered within the context of the dynamics of problematic upbringing. This context is considered essential for understanding and therapeutically assisting the child with learning problems. This approach inevitably results in the fact that the orthopedagogical approach not only accounts for the cognitive dimension, but also involves the affective and normative dimensions of childhood. Orthopedagogical assistance focuses on the meaning that the child attaches to his environment. It is therefore not only concerned with the solving of the learning problems, but with improvement in the quality of life of the total being. en
dc.language.iso afr en
dc.rights University of Johannesburg en
dc.subject Learning problems en
dc.subject Orthopedagogical perspective on learning problems en
dc.title Leerprobleme: 'n opvoedkundige perspektief en
dc.title.alternative Learning problems: a pedagogical perspective en
dc.type Inaugural en

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