Translation (2000) of: Die Leermoeilike Kind: Ortopedagogiese-Ortodidaktiese bessininge oor Teorie en Praktyk. Stellenbosch: University Publishers ands Booksellers, 1971.

CONTENTS

PART A: ORTHOPEDAGOGIC-ORTHODIDACTIC EVALUATION AND ASSISTANCE: A THEORETICAL FOUNDATION

CHAPTER I: ORTHOPEDAGOGICS AS A SCIENTIFIC FIELD OF PEDAGOGICS By B. F. Nel

1. Background and rise of orthopedagogics

2. The pedagogic foundation of orthopedagogics

3. The orthopedagogic as a complex scientific structure within pedagogics

4. Conclusions

CHAPTER II: ORTHODIDACTICS: ITS TASK, TERRAIN AND PLACE WITHIN PEDAGOGICS By J. M. A. Kotze

1. General introduction

2. The orthodidactic as a field of study

3. Summary

CHAPTER III: THE LEARNING WORLD OF THE CHILD WITH LEARNING DIFFICULTIES AS AN EXPERIENTIAL WORLD By M. C. H. Sonnekus

1. Introductory statement of the problem

2. The untenability of current views of the "learning process" and their application to the child with learning difficulties

3. The learning world of the child as an experiential world

4. The child with learning difficulties in his experiential world

5. The pedagogic-didactic influences of the child's learning world and its connection with the origin of learning difficulties

CHAPTER IV: THE PROBLEM OF ORTHOPEDAGOGIC-ORTHODIDACTIC EVALUATION AND ASSISTANCE: A THEORETICAL FOUNDATION By M. C. H. Sonnekus

1. Introductory comments

2. The current understanding of "remedial" teaching

3. "Remedial" teaching as an orthopedagogic matter

4. Concluding considerations

PART B: THE PRACTICE OF ORTHOPEDAGOGIC-ORTHODIDACTIC EVALUATION AND ASSISTANCE

CHAPTER V: THE PRACTICE OF ORTHOPEDAGOGIC-ORTHODIDACTIC EVALUATION By J. M. A. Kotze

1. General introduction

2. Compiling media ("tests") for obtaining a learning image as image of the lived-experiences of a child with learning difficulties

CHAPTER VI: ORTHOPEDAGOGIC-ORTHODIDACTIC EVALUATION OF AND ASSISTANCE FOR CHILDREN WITH LANGUAGE PROBLEMS By A. S. du Toit

1. Introductory orientation to reading and spelling

2. Orthodidactic evaluation of reading and spelling

3. Examples of orthopedagogic-orthodidactic evaluations of children with reading and spelling difficulties

4. Conclusion

CHAPTER VII: ORTHOPEDAGOGIC-ORTHODIDACTIC EVALUATION OF AND ASSISTANCE FOR CHILDREN WITH ARITHMETIC PROBLEMS By J. W. M. Pretorius and J. A. T. Wentzel

1. Introduction

2. The nature of the arithmetic system

3. The nature of arithmetic as a school subject

4. Arithmetic problems of children

5. The relation between language and problems with arithmetic

6. Possible origins of arithmetic problems

7. The learning (arithmetic) world of the child with arithmetic problems as an experiential world

8. Orthopedagogic-orthodidactic evaluation of children with arithmetic problems

9. Orthopedagogic-orthodidactic assistance for children with arithmetic problems

10. An example of a learning image as image of the ivied-experiences of a child with arithmetic problems

11. Examples of arithmetic difficulties and the orthopeagogic-orthodidactic assistance of children with such difficulties

12. Synthesis