Een van die kenmerke van leergestremde kinders is dat hulle, benewens hul leertekorte,
dikwels ook gedragsprobleme manifesteer wat nie net hul leer benadeel nie, maar ook hul
uiteindelike volwassewording. Talle skoolse opvoeders wat met hierdie kinders gemoeid is,
is nie in staat om hierdie kinders se gedragsprobleme na behore aan te spreek nie.
Die doel van hierdie studie is om enkele onderrigstrategiee daar te stel aan die hand waarvan
bepaalde gedragsprobleme van leergestremde laerskoolkinders in die hoofstroom van die
onderwys aangespreek kan word.
V oordat daar oorgegaan is tot die beplanning van hierdie onderrigstrategiee, is daar op die
etiologie en manifestasies van leergestremdheid gefokus. Vervolgens is enkele bestaande
hulpverleningspraktyke bespreek en aan die hand van ortopedagogiese beginsels geevalueer.
Aangesien hierdie hulpverleningspraktyke as ortopedagogies verantwoordbaar beskou is, kon
dit as basis dien vir onderrigstrategiee vir die bantering van die volgende gedragsprobleme:
aandagtekorte, hiperaktiwiteit, impulsiwiteit, hipoaktiwiteit, katastrofiese gedragsuitinge en
aggressie.
One of the characteristics associated with learning disabled pupils is that they not only
experience learning difficulties, but often manifest behavioural problems that impede their
learning and eventual adulthood. Many educators involved with learning disabled pupils are
unable to address the behavioural problems of these children effectively.
The purpose of this study is to compile instructional strategies that could be put into practice
when dealing with the behavioural problems of learning disabled pupils who are in the
mainstream of education.
Before planning these strategies, the etiology and manifestations of learning disabilities were
addressed. Thereafter, orthopedagogical criteria were applied to evalute certain schools of
thought regarding orthopedagogical practices. Having ascertained that the practices in
question are orthopedagogically sound, instructional strategies, based on these practices, were
planned to address the following behavioural problems: attention deficits, hyperactivity,
impulsivity, hypoactivity, catastrophic reactions and aggression.
