Hulpverleningsprogram vir die begaafde seun wat onderpresteer in die sekondere skool

Abstract

Hierdie studie handel oor 'n hulpverleningsprogram vir die begaafde seun wat onderpresteer in die sekondere skool. Navorsing toon dat aansienlik meer seuns as meisies met hierdie probleem worstel en gevolglik word hulle voile potensiaal nie verwesenlik nie. Dit het 'n doeltreffende hulpverleningsprogram in die brandpunt van die studie gestel. Literatuurstudie toon dat baie bestaande hulpverleningsprogramme gerig is op primereskoolleerders en dat Suid-Afiikaanse hulpverleningsprogramme beperk is. Die doelstelling van die studie fokus op hulpverlening deur 'n interdissiplinere spanbenadering aan die adolessente begaafde seun wat onderpresteer. Die twee vraelyste vergemaklik identifisering van die eiesoortige probleme en behoeftes van die kind en fokus op die funksioneringsbeeld van die kind-in-totaliteit. Hulpverleningsvoorstelle word in die Akkumulatiewe BINGO-Plantabel vervat. Hulpverlening geskied intensief op 'n een-tot-een-basis en moet ortodidakties en ortopedagogies verantwoordbaar wees. Volgehoue bemoeienis met die opvoedeling lei tot noukeurige evaluering van die leerder, asook van die hulpverleningsprogram

This study deals with a support programme for the gifted boy who underachieves in the secondary school Research shows that more boys than girls experience these problems and consequently their full potential is not realised. Hence the focus on an effective assistance and support programme. Literary studies show that many existing support programmes target the primary school pupils and that South Afiican support programmes are limited. The aim of the study focuses on assistance to the gifted adolescent boy who underachieves, through an interdisciplinary team approach. The two questionnaires facilitate identification of the unique problems and needs of the child and focus on his totality. The Accumulative BINGO Plan chart contains suggestions for assistance. Support is intensive on a one-to-one basis and must be according to orthodidactic and orthopedagogical principles. Continuous involvement with the educand leads to an accurate evaluation of the learner and the support programme.