04894nam a22004213u 4500 50067 50067 on1019699355 OCoLC 20201118082452.0 201030s1994 xx om 000 0 afr d Van Vuuren, A. J. (1994) Opvoeding en onderwys van verstandelik erg gestremde kinders : 'n histories-pedagogiese perspektief, University of South Africa, Pretoria, <http://hdl.handle.net/10500/17772> OL$ oai:uir.unisa.ac.za:10500/17772 http://uir.unisa.ac.za/oai/request col_10500_507 DGCNT (OCoLC)1019699355 OL$ OL$ ZAAPA dc s 2015-01-23T04:24:27Z ZAAA Van Vuuren, A. J. Opvoeding en onderwys van verstandelik erg gestremde kinders : 'n histories-pedagogiese perspektief Pretoria Universiteit van Suid-Afrika 1994 166p Hardcover 30cm Thesis / Dissertation ETD Included Probleemstelling en begripsomskrywing -- 'n Profiel van die verstandelik erg gestremde kind -- Die opvoeding en onderwys aan verstandelik erg gestremde kinders vanaf die vroegste tye tot en met 1900 -- Die opvoeding van en onderwys aan verstandelik erg gestremde kinders in die twintigste eeu -- Huidige onderwyspraktyke met betrekking tot verstandelik erg gestremde kinders in enkele lande -- Samevatting, bevindings en aanbevelings met betrekking tot die onderwys van verstandelik erg gestremde kinders -- Bibliografie Open access content Open access content star In hierdie studie is die opvoedingspraktyke van verskillende samelewings met betrekking tot verstandelik erg gestremde kinders histories-analities ondersoek. Die tendense wat telkens onderliggend aan veranderinge was, is geidentifiseer en aan die hand van pedagogiese kriteria geevalueer. In die antieke Griekse en Romeinse beskawings is 'n praktyk van uitwissing gevplg. Die Christelike godsdiens bet 'n meer verdraagsame houding meegebring, maar in die Middeleeue bet onkunde en bygeloof nog steeds hoogty gevier. Eers vanaf die agtiende en negentiende eeu bet groter kennis en 'n nuwe kindbeeld tot 'n meer rasionele benadering tot die verskynsel van verstandelike gestremdheid gelei. Pioniers, veral medici, bet na vore getree en die weg gebaan vir 'n beter bedeling vir hierdie kinders. Dit was egter eers in die tweede helfte van die twintigste eeu dat onderwys aan verstandelik erg gestremdes 'n werklikheid geword bet. Die beginsel van normalisasie is toenemend op dienste wat aan hierdie kinders verskaf is, toegepas en het tot gevolg gehad dat wetgewing met betrekking tot die onderwys aan verstandelik erg gestremde kinders tans in die toonaangewende lande en in SuidAfrika op 'n handves vir menseregte geskoei is. Hierdie bevindings bet segwaarde vir die huidige situasie ten opsigte van die beplanning van onderwysvoorsieninge vir verstandelik erg gestremde kinders in die Republiek van Suid- Afrika. In this study the education practices with regard to severely mentally handicapped children of various societies have been investigated from a historic-analytical perspective. The trends related to a certain anthropologic view and a specific child image, which have been the cause of certain changes have also been identified and were evaluated according to pedagogic criteria. In the ancient Greek and Roman civilizations a trend of infanticide influenced the education of severely mentally handicapped children. The Christian religion brought a more tolerant attitude, but during the Middle Ages superstition and ignorance were still at the order of the day. It was only from the eighteenth and nineteenth centuries that more knowledge and a new child image brought about a more rational approach to this problem. Pioneers, mostly medical surgeons, came to the fore and paved the way for a better dispensation for these children. In the latter part of the twentieth century education for the severely mentally handicapped had for the first time become a reality. The normalization principle was increasingly applied to all services rendered to these children and this resulted in legislation regarding the education of severely mentally handicapped children in all leading countries and in South Africa being based on a declaration of human rights. These findings have an important meaning for the present situation with reference to the planning of education services for severely mentally handicapped children in South-Africa. Afrikaans Education Children with severe mental handicaps UCTD Dissertation Smith, T. G. Smith, T. G. ctb UNISA MUCKLENEUK MAIN CAM 2570 ddc REF i 0 0 ddc 0 1 DAPA DAPA 2020-11-18 M- Verhandeling 0 371.11 VAN APA009469 2020-11-18 1 2020-11-18 REF