Abstract
M.Ed. (Didactics)
The problem of individualization strategies for teaching English at child care and reformatory schools is the focus of this inquiry. Aspects of the problem were encountered during initial professional visits to teachers of English classes at these schools, which cater for behaviourally deviate pupils. The researcher observed that certain pupils were unable to complete the English syllabus because of a protracted absence from school during the year. This phenomenon was disregarded by the teachers and resulted in poor performances by the pupils. An additional investigation was conducted and interviews were held with persons concerned with the fifteen child care and reformatory schools which were visited and an analysis was made of available documentation. This research reinforced the original observation that poor performances by pupils in the subject English were possibly caused by a lengthy absence form school. By means of a literature study, didactical structures which were to assist pupils who had absconded, were identified. An observation schedule was
compiled and teachers were evaluated according to their successful application of these structures. During the research it became evident that the teacher was one of the most important identifiable factors which have an influence on the learning
progress of the pupil. The successful practice of individualization within the English classroom depended upon the functional application of the Academic Time Continuum, differentiated work sheets and an individual frequency table. It is suggested that pupils could benefit if teachers were to take note of the didactic structures highlighted in this research.