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You searched for subject:( Intellektuele gestremdheid). Showing records 1 – 2 of 2 total matches.

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North-West University

1. Hoffman, Nadia. The effect of technology assisted therapy for adults with intellectual and visual impairment suffering from separation anxiety and challenging behaviour / Nadia Hoffman .

Degree: 2015, North-West University

The purpose of this study was to investigate the effect of a new intervention method, Technology Assisted Therapy for Separation Anxiety (TTSA), on the psychosocial functioning and quality of life of persons with intellectual and visual disability who experience separation anxiety and exhibit challenging behaviour. A pre-experimental within group design was used with randomised multiple baselines and staggered intervention start points. The data was collected at an institution in the Netherlands that provides long-term care and residence for persons with intellectual disability and visual impairment. Six participants took part in this study. This research was informed by Bowlby‟s attachment theory, which conceptualises the tendency of human beings to forge strong emotional bonds with others and explains how the disturbance of this bond might lead to various forms of emotional distress and personality disturbances. The interplay of separation anxiety and challenging behaviour with respect to the formation of attachment relationships provides the specific theoretical context in which this study is grounded. The results indicate that both the separation anxiety experienced and the challenging behaviour exhibited by the participants decreased significantly after the implementation of TTSA. Their psychosocial functioning and quality of life also increased significantly. This study demonstrates the first successful application of TTSA to treat separation anxiety and challenging behaviour in persons with intellectual and visual disability. TTSA therefore has the potential to be a valid intervention to address these disorders.

Subjects/Keywords: Intellectual Disability; Multiple case study; Psychosocial functioning; Quality of Life; Separation Anxiety; Technology; Treatment; Visual Disability; Behandeling; Intellektuele gestremdheid; Kwaliteit van lewe; Psigososiale funksionering; Skeidingsangs; Tegnologie; Veelvuldige gevallestudie; Visuele gestremdheid

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hoffman, N. (2015). The effect of technology assisted therapy for adults with intellectual and visual impairment suffering from separation anxiety and challenging behaviour / Nadia Hoffman . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/15894

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hoffman, Nadia. “The effect of technology assisted therapy for adults with intellectual and visual impairment suffering from separation anxiety and challenging behaviour / Nadia Hoffman .” 2015. Thesis, North-West University. Accessed May 20, 2019. http://hdl.handle.net/10394/15894.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hoffman, Nadia. “The effect of technology assisted therapy for adults with intellectual and visual impairment suffering from separation anxiety and challenging behaviour / Nadia Hoffman .” 2015. Web. 20 May 2019.

Vancouver:

Hoffman N. The effect of technology assisted therapy for adults with intellectual and visual impairment suffering from separation anxiety and challenging behaviour / Nadia Hoffman . [Internet] [Thesis]. North-West University; 2015. [cited 2019 May 20]. Available from: http://hdl.handle.net/10394/15894.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hoffman N. The effect of technology assisted therapy for adults with intellectual and visual impairment suffering from separation anxiety and challenging behaviour / Nadia Hoffman . [Thesis]. North-West University; 2015. Available from: http://hdl.handle.net/10394/15894

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Africa

2. Botha, Zelda. Kurrikulumdifferensiasie in die vak Wiskunde Graad R vir leerders met erge intellektuele gestremdheid in inklusiewe Wes-Kaapse spesiale skole .

Degree: 2013, University of South Africa

In hierdie studie het die navorser die probleem van kurrikulumdifferensiasie vir Wiskunde Graad R aangespreek, sodat leerders met erge intellektuele gestremdheid ook sukses in Wiskunde Graad R kan ervaar. Die primêre vraag wat aangespreek is, is hoe die vereiste begrippe en vaardighede van die Kurrikulum- en Assesseringsbeleidsverklaring (KABV), vir Wiskunde Graad R aangepas kan word vir leerders met erge intellektuele gestremdheid. Die belangrikheid van die studie lê in die verskil wat differensiasie kan maak aan 'n leerder se geleentheid om sukses te ervaar volgens sy vermoë. Die doel hiervan is om leerkragte wat leerders met erge intellektuele gestremdheid onderrig, te bemagtig. Dit word gedoen deur aanpassings en aktiwiteite voor te stel wat tot voordeel van hierdie leerders in hul onderrigprogram geïmplementeer kan word. Dit sal daartoe bydra dat hierdie leerders die vereistes wat in die kurrikulum gestel word, in ’n beperkte mate kan bereik. Die navorsing is onderneem vanuit 'n inklusiewe perspektief aan die hand van 'n literatuurstudie en kwalitatiewe navorsing (gevalle-studie) wat semi-gestruktureerde onderhoude ingesluit het. Die resultate toon dat differensiasie wel moontlik is en dat daar verskeie aanpassings en aktiwiteite is wat leerkragte kan gebruik om hierdie leerders die geleentheid te bied om sukses te kan ervaar.; In this study the researcher addressed the challenges of curriculum differentiation for Mathematics Grade R to ensure that learners with severe intellectual disability may experience success. The primary question addressed was the manner in which the concepts and skills requirements of the Curriculum and Assessment Policy Statement (CAPS), for Mathematics Grade R can be adjusted to suit the needs of learners with severe intellectual impairment. The importance of this study lies in the significant impact that differentiation can make in providing the opportunity for a learner to experience success according to his abilities. The purpose of this study was to empower teachers of learners with severe intellectual disability with the necessary knowledge, enabling them to successfully implement adaptations. This would allow the learners to achieve the requirements of the proposed curriculum, to a limited extent. Qualitative (case study) research was conducted from an inclusive perspective using a literature review and semi-structured interviews. The results showed that differentiation is possible and that there are several adaptations and activities that could be used by teachers to offer these learners the opportunity to experience success. Advisors/Committee Members: Moll, Aletta Magdalena (advisor).

Subjects/Keywords: Begrippe en vaardighede; Inhoudsareas; Inklusiewe onderwys; Intellektuele gestremdheid; Intellektuele inperkinge; Kurrikulumaanpassings; Kurrikulumdifferensiasie; Kurrikulum- en assesseringsbeleidsverklaring; Onderwys- of leerondersteuningsprogram; Spesiale skole versus spesiale skole as hulpbronsentrums; Vak; Vakgebied; Concepts and skills requirements; Content areas; Curriculum adaptation; Curriculum and assessment policy statement; Curriculum differentiation; Education or learning support programme; Field; Inclusive education; Intellectual disability; Intellectual impairment; Special schools versus special schools as resource centers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Botha, Z. (2013). Kurrikulumdifferensiasie in die vak Wiskunde Graad R vir leerders met erge intellektuele gestremdheid in inklusiewe Wes-Kaapse spesiale skole . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/10495

Chicago Manual of Style (16th Edition):

Botha, Zelda. “Kurrikulumdifferensiasie in die vak Wiskunde Graad R vir leerders met erge intellektuele gestremdheid in inklusiewe Wes-Kaapse spesiale skole .” 2013. Masters Thesis, University of South Africa. Accessed May 20, 2019. http://hdl.handle.net/10500/10495.

MLA Handbook (7th Edition):

Botha, Zelda. “Kurrikulumdifferensiasie in die vak Wiskunde Graad R vir leerders met erge intellektuele gestremdheid in inklusiewe Wes-Kaapse spesiale skole .” 2013. Web. 20 May 2019.

Vancouver:

Botha Z. Kurrikulumdifferensiasie in die vak Wiskunde Graad R vir leerders met erge intellektuele gestremdheid in inklusiewe Wes-Kaapse spesiale skole . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2019 May 20]. Available from: http://hdl.handle.net/10500/10495.

Council of Science Editors:

Botha Z. Kurrikulumdifferensiasie in die vak Wiskunde Graad R vir leerders met erge intellektuele gestremdheid in inklusiewe Wes-Kaapse spesiale skole . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/10495

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