n Bate-gebaseerde benadering tot gemeenskapsbetrokkenheid by leerders met leerhindernisse : die rol van die opvoedkundige sielkundige

Botha, Lorinda (2004-12)

Thesis (MEdPsych)--University of Stellenbosch, 2004.

Thesis

ENGLISH ABSTRACT: This study was undertaken to explore the asset-based approach to community involvement with learners with learning barriers. The extent to which the asset-based approach serves as an extension of the medical and ecosystemic models as well as the role of the educational psychologist was examined. Action-research was used in a qualitative research design that entailed a study of learners with learning barriers of the ELSEN-Unit at Parow Preparatory School. The utilization of the community's assets was directed at the stimulation and further development of the learners' identified assets. It was found that the collaborative relationship within the asset-based approach contributes to community involvement with learners with learning barriers. The study further showed that certain aspects of the medical and ecosystemic models are still utilized during the application of the asset-based approach. However, the latter approach serves as an extension of these existing models, as the focus is directed at the identification and mobilization of the learners' and the community's assets, rather than at their shortcomings and needs. The extension of the medical and ecosystemic models in the management of learners with learning barriers implies certain degree of role modification an expansion of the educational psychologist. The findings concerning the role of the educational psychologist within the asset-based approach is examined and discussed.

AFRIKAANSE OPSOMMING: Hierdie studie is onderneem om die bate-gebaseerde benadering tot gemeenskapsbetrokkenheid by leerders met leerhindernisse te ondersoek. Die mate waarin die bate-gebaseerde benadering dien as 'n uitbreiding van die mediese en ekosistemiese modelle, asook die rol van die opvoedkundige sielkundige word ondersoek. In In kwalitatiewe navorsingsontwerp is gebruik gemaak van aksie-navorsing wat In studie van die leerders met leerhindernisse van die OLSO-Eenheid by Voorbereidingskool Parow behels het. Die aanwending van die gemeenskap se bates was gerig op die stimulering en verdere ontwikkeling van die leerders se geïdentifiseerde bates. Daar is gevind dat hierdie kollaboratiewe verhouding binne die bate-gebaseerde benadering bydra tot gemeenskapsbetrokkenheid by leerders met leerhindernisse. Die studie het verder getoon dat sekere fasette van die mediese en ekosistemiese modelle steeds aangewend word tydens die toepassing van die bate-gebaseerde benadering. Laasgenoemde benadering dien egter as uitbreiding van hierdie bestaande modelle, aangesien op die identifisering en mobilisering van die leerders en die gemeenskap se bates gefokus word, eerder as op hul tekortkominge en behoeftes. Die uitbreiding van die mediese en ekosistemiese modelle in die hantering van leerders met leerhindernisse impliseer sekere rolveranderinge en -uitbreidings van die opvoedkundige sielkundige. Die bevindinge ten opsigte van die opvoedkundige sielkundige se rol binne die bate-gebaseerde benadering word ondersoek en bespreek.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/50034
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