Afrikaans: Die Witskrif oor Onderwys en Opleiding verklaar dat kurrikulumveranderings vir alle
leerlinge in Suid-Afrika, ook die leerlinge met spesiale onderwysbehoeftes (LSOB),
nuwe onderrig- en leermoontlikhede, gelyke onderwysgeleenthede en gestandaardiseerde
leeruitkomste moet voorsien. Hierdie studie fokus slegs op leerlinge met leerprobleme.
Dit wil voorkom asof onderwysondersteuning aan alle soorte leerprobleme binne
'n kontinuum geiiltegreerde dienste in gewone sowel as spesiale openbare skole gaan
geskied. Hoofstroomonderwys vir alle LSOB in Suid-Afrika is in beginsel aanvaar.
Om leerlinge met leerprobleme in hoofstroomonderwys te kan akkommodeer, impliseer
dus dat die hele onderwyssisteem in terme van inhoud, onderrig en leer sodanig
gestruktureer sal moet word dat disharmoniese onderwysdinamiek enersyds voorkom
en andersyds herstel kan word. Remediering kan individueel of in groepverband
geskied. Didakties, vakdidakties en ortodidakties verantwoorde evaluering en
remediering is die opgawe van die klasonderwyser in hoofstroomonderwys. 'n
Beskrywing van hoedanig 'n didakties, vakdidakties en ortodidakties verantwoorde
remedieringsmodel in terme van die evaluering en remediering van onderrig-,
inhoud- en leeruitkomstekorte, dit wil se van die komponente van dishannoniese
onderwydinamiek, as die opgawe van die onderwyser in hoofstroomonderwys
geimplementeer kan word, word verskaf. Die toepassing van evaluerings- en
remedieringsbenaderings en -tegnieke ten opsigte van motoriek-, persepsie-,
kognitiewe, taal-, lees-, spelling- en skryf-, en wiskundeprobleme, in 'n didakties, vakdidakties en ortodidakties verantwoorde evaluerings- en remedieringsmodel,
word breedvoerig beskryf. 'n Eksemplaar van sodanige model, soos dit in klasverband
deur die onderwyser uitgevoer kan word, word aan die hand van 'n individuele
gevallestudie aangebied. Dit word aanbeveel dat leerlinge met ooreenstemmende
soorte leerprobleme of onderwysbehoeftes in kleiner groepe binne die gewone klas
saamgegroepeer word om gedifferensieerde onderrig deur die onderwyser te
vergemaklik. Die Ieerling-onderwyserratio vir ander klasse waarin daar geen leerlinge
met leerprobleme is nie, kan eerder verhoog word. Dit word ook aanbeveel dat
onderwysers tydens voordiens- en indiensopleiding ervaring van LSOB en spesifiek
leerlinge met leerprobleme opdoen, en dat die kurrikulum, evaluering en onderrigstrategiee
van gewone onderwys aangepas sal moet word om vir die verwagte
toestroming van leerlinge met leerprobleme voorsiening te maak.
English: The White Paper on Education and Training declares that curriculum changes must
make provision for new teaching and learning possibilities, equal educational
opportunities and standardised learning outcomes for all learners in South Africa, also
those learners with special educational needs (LSEN). This study focuses only on
learners with learning problems. It appears as if educational support for learning
problems will be delivered within a continuum of integrated services in ordinary
as well as special public schools. Mainstream education for all LSEN in South
Africa has been adopted in principal. The accommodation of learners with learning
problems in the mainstream has implications for the structuring of the educational
system in terms of content, teaching and learning in such a way that disharmonious
educational dynamics can be prevented as well as remedied. Aid can be delivered to
individuals or groups. Didactically, subject-didactically and orthodidactically
accountable assessment and remediation is the task of the class teacher in
mainstream education. The implementation of such an accountable model for the
assessment and remediation of inadequate teaching, content and learning outcomes
within disharmonious educational dynamics is depicted as the task of the teacher in
mainstream education. Applicable assessment and remedial approaches and
techniques with regard to motor, perceptual, cognitive, language, reading, spelling,
writing and arithmetic problems in a didactically, subject-didactically and
orthodidactically accountable model are described in detail. An example of such a model is presented by way of an individual case study. It is recommended that learners
with corresponding learning problems or educational needs be grouped together in
smaller groups within the ordinary class to promote differential teaching. The learnerteacher
ratio for other classes without learners with learning problems can rather be
raised. It is also recommended that teachers obtain experience with regard to LSEN and
specifically learners with learning problems through preservice and inservice training,
and that the curriculum and assessment and teaching strategies be adapted to make
provision for the expected influx of learners with learning problems.
