Die doel van die ondersoek was om insig in die leefwereld van die
leergestremde adolessent te bekom, ten einde probleemareas wat doeltreffende
aanpassing in die leefwereld verhinder, bloot te le.
In die probleemontleding het die volgende aspekte na vore getree:
Daar is 'n groeiende bewuswording onder navorsers dat die sosiaalemosionele
probleme wat die leergestremde adolessent ervaar,
duideliker aangespreek moet word.
Die noodsaaklikheid om die leergestremde adolessent vir volwassenheid
voor te berei, word toenemend besef.
In die literatuurstudie is die tydperk van adolessensie, leergestremdheid
as fenomeen, en die leefwereld van die leergestremde adolessent
onderskeidelik bespreek. Enkele gevolgtrekkinge word aangestip:
Adolessensie word gekenmerk deur fisiese, kognitiewe, affektiewe,
sosiale en morele ontwikkeling. Hierdie veranderinge hou implikasies
in vir die adolessent se uitvoer van ontwikkelingstake, die
ontplooiing van die selfkonsep en die groei na onafhanklikheid.
Die fenomeen leergestremdheid openbaar 'n komplekse aard wat 'n
persoon in sy totaliteit raak. Die manifestasies van leergestremdheid
betrek die akademiese vordering sowel as die sosiaal-emosionele
ontwikkeling van die individu.
Die leergestremde adolessent se aanpassing in sy leefwereld word
nadelig beinvloed deur sosiale vaardigheidstekorte, interpersoonlike
verhoudingsprobleme, 'n gebrekkige selfkonsep, emosionele
probleme, die gebruik van verdedigingsmeganismes en 'n verminderde
strewe na onafhanklikheid.
In die empiriese ondersoek is inligting oor die leergestremde adolessent
se interpersoonlike verhoudinge, selfkonsep en emosionaliteit bekom. In
die interpretasie van die data is veranderlikes waar die leergestremde
ado l essente swakker aanpassing as die normal e populasie getoon het,
eerstens geidentifiseer. Verskille wat by die leergestremde adolessente
ten opsigte van geslag en ouderdomsgroep voorgekom het, is vervolgens
uitgelig. Ten slotte is 'n faktorontleding uitgevoer ten einde 'n
gemeenskaplikheid tussen die onderskeie veranderlikes te bepaal.
Op grond van die bevindinge uit die literatuur en die empiriese studie,
is riglyne vir hulpverlening geformuleer. Die navorsingsbevindinge is
veral van belang vir onderwysers, ouers en ander opvoeders wat met die
leergestremde adolessent gemoeid is.
The purpose of the study was to gain insight into the life-world of the
learning disabled adolescent in order to reveal problems which prevent
effective adjustment in the life-world.
In the analysis of the problem the following aspects were prominent:
It is recognised that the social-emotional problems experienced by
the learning disabled adolescent should be addressed in greater
depth.
The need to prepare the learning disabled adolescent for adulthood
is realised.
In the literature study the period of adolescence, learning disabilities
as a phenomenon, and the life-world of the learning disabled adolescent
were discussed. The following conclusions can be mentioned:
Adolescence is characterised by physical, cognitive, emotional,
social and moral development. These changes have implications for
the adolescent's accomplishment of developmental tasks, the
development of the self-concept and the grow towards independence.
Learning disabilities as a phenomenon reveals a complex nature that
affects the total person. The manifestations of learning disabilities
involve the academic progress and the social-emotional
development of the individual.
The adjustment of the learning disabled adolescent in his lifeworld
is adversely affected by deficits in social skills, problematic
interpersonal relationships, an inadequate self-concept,
emotional problems, the use of defence mechanisms and an insufficient
strive towards independence.
In the empirical investigation information was obtained about the
learning disabled adolescent's interpersonal relationships, self-concept
and emotionality. In the interpretation of the data variables were
identified where the learning disabled adolescents showed poorer
adjustment than the normal population. Differences between learning
disabled adolescents with regard to age and sex were highlighted next.
Finally, a factor analysis was carried out to determine whether a
communality exists among the respective variables.
On the basis of the findings of the literature and the empirical study,
guidelines for the rendering of aid were formulated. The research
findings are especially important to teachers, parents and other
educators involved with the learning disabled adolescent.
