Abstract
M.Ed. (Educational Psychology)
The child finds himself in an educational situation. Numerous
factors can lead to a problematic educational situation. The
child then does not meet with specific moral-normative, affective
and cognitive norms that are expected of him. The child becomes
noticeable as a result of his behaviour, and both child and
educator require specialized help in order to normalise the
educational situation, the educational dynamic and the selfactualization
of the problematic educational situation. Above
mentioned implies orthopedagogical intervention.
The research in question is aimed at the child experiencing a
disharmonious educational situation as a result of a learning
disability and negative self-concept. The focus of the study is
an effort to apply pedotherapeutic and orthodidactical assistance
in the form of story-telling in order to address both the learning
deficiencies and the affective problems of the learning disabled
(Group B) pupil younger that 9 years. The following issues
regarding self-esteem building in learning disabled children are
considered: repeated failures, labelling and expectations. The
pedotherapeutic situation must be seen as an educational situation
(Dumont, 1969: 54) and thus one must not lose sight of the
educational essence during therapy. The aim of the pedotherapeutic
intervention is to support the child to the changing of
unfavourable meanings and restoring of the disharmonic educational
dynamics. The aim of the orthodidactical intervent~on is
to support the child in the process of overcoming his learning
disabilities.
Since the beginning of time, language has been used as a communication
medium. People communicate their thoughts and their desires
and expose their deepest feelings through the medium of
language. Language can thus be seen as an expressive and projective
means. It is often by means of language that therapy can
take place. In therapy children often find it threatening to
express their feelings and problems verbally.