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Didaktiese hulpverlening aan leerders met 'n kogleêre inplanting wat taalagerstande ontwikkel het
Author(s)
De Lange, Hanine
Date Issued
2009
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
When a child enters formal education a certain level of development and experience
is expected. If there is a language deficit or shortfall upon entering formal schooling,
a negative perception of schooling can develop, resulting in a low level of success in
the classroom. Research has clearly shown that learners with a hearing deficit, and
who received very little stimulation at an early age, tended to develop a language
deficit which hampered their entrance into, as well as their performance in mainstream
education.
The ideal is thus that a child should experience success in the learning process at the
earliest possible stage. Hereupon he can develop and realise his full potential as a
human being. Children who experience early success should be more capable of
coping with the challenges that schooling and learning present. If these learners
receive early intervention to support their language development it could lead to being
more successful in mainstream education.
Learners with a cochlear implant must receive intensive hearing and communicative
training. They are taught how to effectively interpret the sound relayed by the implant,
and thereafter, if possible, be able to use this "hearing ability" to enter into interactive
spoken language. Motivation and support from parents, family and friends is a
determining factor in the successful use of the implant. This should lead to a learner
being able to reach his full potential.
From the research conducted it has become evident that the language deficit
retrogression of the child leads to under-achievement when formal schooling
begins.This is because of different hearing difficulties. However, if such a pre-school
child is assisted and supported at an early stage through effective intervention
strategies, language deficit can be decreased or even completely cured. In this study a learner who had received a cochlear implant, was closely observed. A significant
improvement in his language ability was evinced.
The action research study was an individualised teaching and learning situation with
a learner who had a cochlear implant and with a language deficit. Over a period of 19
months different intervention strategies were used to improve the learner's language
ability. The intervention strategies which were successful can be used as a possible
point of departure for further research and study to give educators and parents a
better insight into this problem. Through intensive research these findings can be
developed as a possible support system or methodolgy for educators in the inclusive
classroom.
is expected. If there is a language deficit or shortfall upon entering formal schooling,
a negative perception of schooling can develop, resulting in a low level of success in
the classroom. Research has clearly shown that learners with a hearing deficit, and
who received very little stimulation at an early age, tended to develop a language
deficit which hampered their entrance into, as well as their performance in mainstream
education.
The ideal is thus that a child should experience success in the learning process at the
earliest possible stage. Hereupon he can develop and realise his full potential as a
human being. Children who experience early success should be more capable of
coping with the challenges that schooling and learning present. If these learners
receive early intervention to support their language development it could lead to being
more successful in mainstream education.
Learners with a cochlear implant must receive intensive hearing and communicative
training. They are taught how to effectively interpret the sound relayed by the implant,
and thereafter, if possible, be able to use this "hearing ability" to enter into interactive
spoken language. Motivation and support from parents, family and friends is a
determining factor in the successful use of the implant. This should lead to a learner
being able to reach his full potential.
From the research conducted it has become evident that the language deficit
retrogression of the child leads to under-achievement when formal schooling
begins.This is because of different hearing difficulties. However, if such a pre-school
child is assisted and supported at an early stage through effective intervention
strategies, language deficit can be decreased or even completely cured. In this study a learner who had received a cochlear implant, was closely observed. A significant
improvement in his language ability was evinced.
The action research study was an individualised teaching and learning situation with
a learner who had a cochlear implant and with a language deficit. Over a period of 19
months different intervention strategies were used to improve the learner's language
ability. The intervention strategies which were successful can be used as a possible
point of departure for further research and study to give educators and parents a
better insight into this problem. Through intensive research these findings can be
developed as a possible support system or methodolgy for educators in the inclusive
classroom.
Additional information
Thesis (MTech(Education))--Cape Peninsula University of Technology, 2009
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