Die waarde van visueel-perseptuele skoling of terapie vir visueel-perseptueel
gestremde leerlinge as 'n subgroep van leergestremdheid, is reeds
vir dekades 'n omstrede aangeleentheid. Hierdie omstredenheid is ondersoek
aan die hand van sewe internasionaal erkende psigometriese toetse.
Die interne konsekwentheidskoeffisiente van hierdie toetse het vir die
huidige studie van 0,62 tot 0,95 gestrek. 'n Faktorontleding van die
toetsinterkorrelasies het 'n gemeenskaplike faktor blootgele. Ses toetse
was primer visueel-perseptueel, en Goodenough <1926> se skaal is vir die
bepaling van intelligensie gebruik. Bykomend hiertoe, is leerlinge se
prestasies in hul eerste taal, wiskunde en skrif gebruik om die effek van
terapie te bepaal.
Proefpersone is as visueel-perseptueel gestremd gediagnoseer deur 'n opvoedkundige
sielkundige en 'n visuele skolingsentrum in Pretoria, waar eksper
imentele leerlinge terapie ontvang het. Hierdie diagnoses is deur die
Test for Visual Analysis Skills wat beduidend tussen normale en visueelperseptueel
gestremdes onderskei, bevestig. Die toets se geldigheid vir
Suid-Afrikaanse omstandighede is in 'n voorstudie bepaal.
Honderd en ses, ses- tot negejarige proefpersone (82 seuns en 24 dogters>,
van normale intelligensie, gesigskerpte en gehoor, is betrek. Drie
en vyftig het die eksperimentele groep gevorm wat onderverdeel is in 32
wat terapie voltooi het, en 21 wat nie het nie. Hierdie leerlinge is individueel
afgepaar met kontroleleerlinge van dieselfde geslag, ouderdom,
huistaal, sosio-ekonomiese status en skoolstanderd.
Eksperimentele leerlinge het visuele terapie in n breer groepsverband
vir een uur per week ontvang. Terapieperiodes het van 4 tot 15 maande gewissel.
Die eksperimentele ontwerp was 'n voortoets-natoets-tweegroepontwerp.
t-Toetse vir afhanklike (afgepaarde) groepe is uitgevoer op die verskille
tussen voor- en natoetstellings, asook tussen die eksperimentele en kontrolegroepe.
Geeneen van die primer visueel-oerseptuele meettegnieke het beduidende
resultate opgelewer nie. Dit is aanduidend van die ondoeltreffendheid van
visueel-perseptuele terapie om die tekorte waarop dit gemik is, reg te
stel. Die waarde van visueel-perseptueie terapie is inteendeel beperk tot
'n oorhoofse verbetering in konseptualisering en intellektuele ryping by
die groep wat terapie voltooi het. Skrif was die enigste vak wat by
dieselfde groep beduidend verbeter het. Hierdie resultaat is egter
twyfelagtig vanwee beoordelingstekorte.
The value of visual perceptual training or therapy, to visually perceptually
impaired pupils as a subgroup of the learning disabled, has been a
controversy far decades. This controversy was investigated by means of
seven internationally recognised psychometric tests. The internal
consistency coefficients of these tests for the present study ranged from
0,62 to 0,95. A factor analysis of test intercorrelations revealed a
common factor. Six tests were primarily visual perceptual, whilst the
Goodenough (1926) scale determined intelligence. Additionally, pupils'
performance in their first language, mathematics and writing, was used to
assess the therapeutic effect.
Subjects were diagnosed as visually perceptually impaired by an
educational psychologist and a visual training centre in Pretoria where
experimental pupils received therapy. These diagnoses were confirmed by
the Test for Visual Analysis Skills, which significantly differentiates
between the normal and visually perceptually impaired. This test's
validity for South African circumstances was determined in a prestudy.
One hundred and six, six to nine year old subjects <82 boys and 24
girls>, of normal intelligence, visual acuity and hearing, were involved.
Fifty three formed the experimental group which was subdivided in 32 who
completed therapy, and 21 who did not. These pupils were individualiy
matched with controls of similar sex, age, home language, socio economic
status and school standard.
Experimental pupils received visual therapy within a broader group
context for one hour per week. Therapy periods fluctuated between 4 and
15 months.
The experimental design was a pretest-posttest two group design.
t-Tests for dependant <matched) groups were conducted on the differences
between pre and oosttest scores, as well as between the experimental and
control groups.
None of the primarily visual perceptual tests revealed significant results.
This signifies the inefficiency of visual perceptual therapy to
rectify the deficits at which it is directed. The value of visual perceptual
therapy is, on the contrary, restricted to an overall improvement in
conceptualization and intellectual maturation within the group which completed
therapy. Writing was the only subject which improved significantly
within the same group. However, this result is dubious, due to evaluation
deficits.
