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dc.contributor.authorMamvuto, Attwell
dc.coverage.spatialZimbabwe.en
dc.date.accessioned2015-09-11T14:11:49Z
dc.date.available2015-09-11T14:11:49Z
dc.date.issued2006-03
dc.identifier.citationMamvuto, A. (2006) Deconstructing Visual Imagery by the Mentally Retarded: Implications for Methodology Theory. Zimbabwe Journal of Educational Research (ZJER), vol. 18, no.1, (pp. 50-90). UZ, Mt. Pleasant, Harare: HRRC.en
dc.identifier.issn1013-3445
dc.identifier.urihttps://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/6964
dc.descriptionA ZJER study on the developmental processes of mentally challenged children and the recommendations made to the Zimbabwe Educational System to develop and implement a learning curriculum that suits the children's mental abilities.en
dc.description.abstractThis paper presents a deconstructive analysis of drawings by the mentally retarded children. It analyses the visual images for their symbolic meanings and significance to the young artists. Data were collected qualitatively using document analysis, observations and informal conversational interviews. The study revealed that the mentally retarded are potentially creative and go through the same universal developmental stages as their normal counterparts. Their configurations and symbol systems are perceptually diverse and individual. The study recommends use of instructional strategies tailored to suit the intellectual levels of the learners as well as other disabilities that normally characterize the mentally retarded. Implications for curriculum change are also suggested.en
dc.language.isoenen
dc.publisherHuman Resource Research Centre (HRRC) , University of Zimbabwe (UZ.)en
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/en
dc.subjectChildren and Youthen
dc.subjectEducationen
dc.titleDeconstructing Visual Imagery by the Mentally Retarded: Implications for Methodology Theoryen
dc.typeArticleen
dc.rights.holderUniversity of Zimbabwe (UZ)en


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