Abstract
M.Ed. (Curriculum Studies)
A child born with myelomeningocele was observed, as well as
the parents. The parents were admired for their dedication
in caring for this child. Their sustained efforts to make
life easier for the handicapped child were observed. It
seemed if they were doing a marvellous job. The following
words of Mary Sharidan struck the researcher: "It is no
exaggeration to 'say that in the background of every individual
handicapped child there is always a handicapped family."
These words instigated the empiric research undertaken to
establish what is the factual situation in respect of the
education of a family with a child born with myelomeningocele.
In the first chapter the emphasis is on the problems parents
with handicapped children have to encounter and cope with,
for example the degree of the handicap, the expectations of
the parents, the influence of the child on the other children,
overprotection and common practical problems.
The second chapter deals with the handicap myelomeningocele,
an explanation of the term myelomeningocele, incidence of the
handicap, corrective surgery applied and the physical handicaps
arising from this congenital handicap. The physical
handicaps can be bone-deformities, paralysis of the lower ,
extremities, loss of sensation, incontinence of bowl and
bladder and hydrocephalus.
In the third chapter an attempt was made to define a family,
to point out that the family is a source of relations, the
first life situation, a primary and educational milieu and
the family milieu is an answer to experiences. Education
and the aims of education were briefly discussed.
In the second part of the third chapter the emphasis is on
education as encountered in a normal family. The pedagogic werelation
is the main theme. Its success depends on the
availability of the parents and a home, the importance of
conversation among members of the family, the use of leisure
time, acceptance of the child by the parents, the future of
the child, mutual dependence and sympathetic authority guidance.
To establish how education takes place in a family with a
child with myelomeningocele a questionnaire was compiled.
The parents of 40 children born with myelomeningocele were
interviewed. The questions covered all aspects of family
education as well as the physical care of the child. The
information gathered was interpreted in connection with 45
hypotheses put by the researcher.
Finally the following difficulties in the education of a
family with a child with myelomeningocele were identified:
the child is not always available because of hospitalisation
or the fact that many of the children are resident pupils;
family planning suffers as a result of the handicapped child;
it is difficult for the parents to join clubs or associations
for sport or recreation; the parents are in need of information
re their handicapped child; the future of the children
is a source of concern; incorporation of the children in a
suitable cultural group creates problems, as well as their
total dependence on their mothers.
Recommendations proposed: only the best schools and creches
should be available, initial guidance to the parents should
be encouraged and better arranged, aims of education for these
children should be re-evaluated, the child must be guided to
accept himself, obesity should be investigated and techniques
should be developed to prevent the incidence of myelomeningocele.