Abstract
M. Ed.
The learning disabled pupil often finds himself a
stranger in the world of learning, in view of his backlog and difficulties in educational experiences. Research shows that these children already experience
failure at the onset of schooling and are hardly ever Existing parent guidance and stress control programmes were investigated in detail. A survey indicated that
there were certain guidelines and measures which could
serve to design an appropriate parent guidance programme relating to stress control of learning disabled
pupils.
It could be concluded that the survey of literature
constituting this study indicates beyond all doubt that
a parent guidance programme relating to the stress
control of learning disabled pupils could prove invaluable in the learning experiences and behaviour
changes of these children.
able to revert this failure orientation to success.
Repetitive failure and persistent learning difficulties
contribute to a poor self-esteem, poor achievement
motivation and eventually chronic negative stress.
In reviewing the literature the role of parents con=
cerning their learning disabled child's experiences
came to light. Parents of these children often find
themselves at loggerheads with each other, their child,
teachers and education systems. In braving the effort
to learn, the learning disabled child needs the close
understanding support of his parents. Literature
indicates further that parents are viewed as the most
important and accessible agents of change in a child's
life.