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Sensoriese stimulasie van die laerskoolkind met disleksie

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dc.contributor.advisor Grobler, H. B. (Mnr.) en
dc.contributor.author Swart, Elsie Susanna Elizabeth en
dc.date.accessioned 2009-08-25T10:53:47Z
dc.date.available 2009-08-25T10:53:47Z
dc.date.issued 2009-08-25T10:53:47Z
dc.date.submitted 2005-11-30 en
dc.identifier.uri http://hdl.handle.net/10500/1504
dc.description.abstract Dyslexia is a difficulty in learning to read and write, with many implications for the children because of emotional and behavioral problems. The suspicion that they might experience problems with sensory integration as well, is confirmed in the literature. The purpose of sensory stimulation in Gestalt playtherapy is to raise the level of awareness of themselves and in this research, playtherapy was done with three primary school children with dyslexia. Information was further obtained through a literature study, semi-structured interviews and observations. It was clear that the sensory stimulation was part of the therapeutic sessions and led to thoughts, feelings, and behaviour. The qualitative characteristics which the sensations had for the children were observed and confirmed by the literature. Conclusions and recommendations were made according to the objectives of the study and this research made an important contribution to understanding the sensory awareness of children with dyslexia. Opsomming Disleksie is `n leergeremdheid met baie implikasies vir die kinders en wat kan lei tot emosionele en gedragsprobleme omdat hulle nie altyd aanvaar word deur hul portuurgroep nie. Die vermoede dat kinders met disleksie ook probleme ondervind met sensoriese integrasie, is in die literatuur bevestig. In hierdie navorsing is Gestaltspelterapie gedoen met drie laerskool kinders met disleksie om die kinders se bewussynsvlak van hulself te verhoog. Inligting is verder ingesamel deur `n literatuurstudie, waarneming en semi-gestruktureerde onderhoude met kundiges en ouers. Die kwalitatiewe kenmerke wat die sensasies vir die kinders gehad het is waargeneem en dit was duidelik dat die sensoriese stimulasie wat deel van die spelterapiesessies was, aanleiding gegee het tot voorgrondse gedagtes, gevoelens en gedrag. Hierdie waarnemings is in die literatuur bevestig en gevolgtrekkings en aanbevelings is volgens die doelwitte gemaak. Gevolglik het hierdie navorsing `n belangrike bydrae gelewer om die sensoriese belewenis van kinders met disleksie beter te verstaan. en
dc.format.extent 1 online resource (x, 124 leaves.)
dc.language.iso af en
dc.subject Sensory integration dysfunction en
dc.subject Feelings en
dc.subject Learning difficulty en
dc.subject Playtherapy en
dc.subject Behavior change en
dc.subject Awareness en
dc.subject Gestalt en
dc.subject Sensory integration dysfunction en
dc.subject Feelings en
dc.subject Learning difficulty en
dc.subject Playtherapy en
dc.subject Behavior change en
dc.subject Awareness en
dc.subject Dyslexia en
dc.subject Primary school children en
dc.subject Gestalt en
dc.subject Sensory stimulation en
dc.subject.ddc 616.89143
dc.subject.lcsh Gestalt therapy
dc.subject.lcsh Play therapy
dc.subject.lcsh Dyslexia in children
dc.subject.lcsh Dyslexia -- Treatment
dc.subject.lcsh Perceptual learning
dc.subject.lcsh Sensory stimulation -- Therapeutic use
dc.title Sensoriese stimulasie van die laerskoolkind met disleksie en
dc.type Dissertation en
dc.description.department Social Work en
dc.description.degree M.Diac. (Spelterapie) en


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