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Deconstructing Visual Imagery by the Mentally Retarded: Implications for Methodology Theory

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dc.creator Mamvuto, Attwell
dc.date.accessioned 2015-09-11T14:11:49Z
dc.date.accessioned 2015-12-08T10:56:02Z
dc.date.available 2015-09-11T14:11:49Z
dc.date.available 2015-12-08T10:56:02Z
dc.date.created 2015-09-11T14:11:49Z
dc.date.issued 2006-03
dc.identifier Mamvuto, 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.
dc.identifier 1013-3445
dc.identifier http://opendocs.ids.ac.uk/opendocs/handle/123456789/6964
dc.identifier.uri http://hdl.handle.net/10646/2438
dc.description.abstract This 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.
dc.language en
dc.publisher Human Resource Research Centre (HRRC) , University of Zimbabwe (UZ.)
dc.rights http://creativecommons.org/licenses/by-nc-nd/3.0/
dc.rights University of Zimbabwe (UZ)
dc.subject Children and Youth
dc.subject Education
dc.title Deconstructing Visual Imagery by the Mentally Retarded: Implications for Methodology Theory
dc.type Article


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