Abstract
D.Ed.
In schools for cerebral palsied learners there are also learners who, in addition to their
primary disability, have a secondary mental disability. Teaching these learners poses a
serious problem, as there is no set curriculum for them. In most cases teachers do not have
the necessary skill and training required to teach these learners. It is this deficit in learners,
teachers, therapists and parents/guardians that has become noticible to the researcher.
The researcher, as educational psychologist has felt the need to develop a model that would
make education in this LSEN-phenomenon (Learners with special education needs) more
meaningful.
The purpose of this research is to develop a model that will optimise learning in cerebral
palsied and mentally disabled learners, and that will enable these learners to realize their full
potential.
The model has been developed from a programme which has been compiled after four years of
practical experience in teaching LSEN. The programme involves creating a context in which
these learners can master life and learning skills.
In this research a qualitative exploratory, descriptive and contextual research design was
followed. The research was divided into four phases namely conceptualization, the relation
within the concepts, the description of the model and the evaluation of the model. The
validity and reliability of the research were described using Guba's model for determining
trustworthiness.
During phase one the researcher concentrated on identifying and classifying concepts, after
which these concepts were defined. In order to do this, a multiple case study design was
applied. Four learners were selected purposively. These learners suffered primarily from
ii therapists, and parents/ guardians. Data was collected through operationalising the
programme. Interviews were conducted with the various role players. The learners' progress
was evaluated continually. Data was also collected through document analysis.
During phase two the various concepts were brought into relation with each other, after which
a model was devised during phase three. During phase four guidelines for the implementation
of the model in practice were given.
The programme included in this model refers to learning and life skills that learners would
require within an education and learning situation. The learning skills or meta learning
strategies referred to, are planning, evaluation, and correcting. The life skills refer to self care
skills, social skills and work skills. life skills are addressed in all subject areas under a single
theme, in the classroom situation, as well as with the therapist and at home.
The most significant contribution of this research is the fact that a model has been devised,
which contains a programme that enables learners to reach their full life potential, a result of
the more purposeful guidelines provided by educational psychological intervention to the
various role players.