Van Niekerk, P.A.University of Pretoria. Dept. Ortopedagogiek2011-02-172011-02-171980-05-010869790471http://hdl.handle.net/2263/15864The existing extensive interdisciplinary therapeutic assistance given to the deviant child reveals a conspicuous lack of integrated, pedagogically based insight in its design. Deviant behaviour is usually explained without reference to the effects of problematic education, and usually most efforts are directed at neutralizing certain aspects of the deviation. The deviation is, however, always related to the child's inadequate giving of meaning, and as it is merely the symptom of a more intrinsic educational problem, which involves the child as well as the adult, assistance should be based on a theory which includes insight into the dynamics of an actual problematical educational situation. Such therapeutic assistance necessitates a realignment of the child's inadequate giving of meaning on the affective, cognitive and normative levels of life-content. The "substitution" of inadequate meaning by that which is more favourable is accomplished by means of pedotherapy. An indirect approach in this regard would appear to yield the most effective results.21 p. : 21 cm.TextAfrikaansUniversity of Pretoria371.9Special educationText