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Relevant bibliographies by topics / Inclusive education – KwaZulu-Natal / Dissertations / Theses

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Dissertations / Theses on the topic 'Inclusive education – KwaZulu-Natal'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Naidoo, Jayendran. "A study of KwaZulu Natal educators atituides towards the inclusion of mildly mentally retarded learners into mainstream education." Thesis, University of Zululand, 2004. http://hdl.handle.net/10530/1159.

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A dissertation submitted to the Faculty of Education in fulfilment or partial fulfilment of the requirements for the Degree of Master of Education in the Department of Educational Psychology and Special Education at University of Zululand, South Africa, 2004.<br>The present investigation had two objectives. The first aim was to examine educators' attitudes towards the inclusion of mildly mentally retarded learners into mainstream education. The second aim was to determine the extent to which educators were influenced by factors such as gender, age, teaching experience, special education qualif

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2

Jacobs, Merise K. "An evaluation of the implementation of Education White Paper 6 in selected full-service schools in KwaZulu-Natal." Thesis, University of Zululand, 2015. http://hdl.handle.net/10530/1445.

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A dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology) in the Department of Educational Psychology and Special Needs Education at the University of Zululand, South Africa, 2015<br>Currently, South Africa is in phase two of implementing 50 full-service schools (FSS) and further development is said to be based on results from immediate to short-term results (DoE, 2005a). Concerns over the new development relate to whether resources are sufficient and available to further expand the provision of

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3

Mbelu, Sifiso Emmanuel. "Implementation of inclusive education in the Umgungundlovu district of education in Kwazulu-Natal." Diss., 2011. http://hdl.handle.net/10500/5349.

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The study identifies the challenges in the implementation of Inclusive Education in the Umgungundlovu District of Education and establishes the possible solutions. The basis for this investigation is the Education White Paper 6, Special Needs Education: Building an Inclusive Education and Training System (Department of Education, 2001). The study was conducted in the Umgungundlovu District of Education in the area of Pietermaritzburg. A qualitative research method was used. Data collection strategies that were used are structured interviews, observation and a questionnaire. The study reveals

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4

Ntombela, Sithabile. "The complexities of educational policy dissemination in the South African context : a case study of teachers' experiences of inclusive education policy in selected schools in greater Durban." Thesis, 2006. http://hdl.handle.net/10413/3205.

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The study reported in this thesis is a qualitative case study of teachers' experiences of the dissemination of Education White Paper 6 on Special Needs Education – Building an Inclusive Education and Training System in two districts in the Greater Durban area, in the province of KwaZulu-Natal. Located in three primary schools, the study aimed to examine the process adopted by the KwaZulu-Natal Department of Education to disseminate the policy and prepare schools (mostly teachers and other stakeholders) for its implementation, by 1) investigating teachers' understandings and experiences of the

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5

"Grandparents' experiences of inclusion at a school in KwaZulu Natal." Thesis, 2008. http://hdl.handle.net/10210/1289.

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M.Ed.<br>Few prospective parents expect to have a child with a disability and, even if they are aware of the possibility, very few voice their fears or are prepared for the actual experience. Usually parents have to provide care for the children. However, in a Primary School, in Osizweni, the Newcastle area of Kwa-Zulu Natal, learners come from families in which grandparents are primary the only adult caretakers of young children and also those with disabilities. In 2002 the school started to admit learners with diverse needs, including severe behavioural problems, hearing and visual impairmen

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6

Slabbert, Ria. "A case study of teacher leadership in an education for learners with special educational needs school in KwaZulu-Natal." Thesis, 2013. http://hdl.handle.net/10413/11354.

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Currently, in school leadership a distributed perspective is supported by scholars in this field. Teacher leadership is seen as a means of operationalising distributed leadership. Drawing on this, the aim of this study is to explore the experiences of teacher leadership in a special education needs school. The study seeks to answer the following key questions: What does it mean to be a teacher leader in an ELSEN (Education for Learners with Special Educational Needs School)? How do teachers enact teacher leadership in an ELSEN school? How does the SMT (School Management Team) promote/not promo

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7

Mweli, Patrick. "Exploring the implementation of inclusive education in the Pinetown district schools : a case study of learners' experiences and teachers' perceptions about the classroom environment at a selected school." Thesis, 2009. http://hdl.handle.net/10413/7374.

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The study intends to contribute to successful implementation of Inclusive Education in South African Schools, by exploring learners’ experiences within the classroom and teachers views about the classroom environment. A combination of these two factors will indicate the extent how far inclusive education is being implemented in the classrooms. The school that was selected to participate in this study is located in the semi-rural area in Pinetown district. Learners participated in three focus group sessions. These sessions aimed at gathering data on learners’ experiences within classroom enviro

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8

Jairaj, Sulochini. "The inclusion of a deaf learner in a regular school : a case study." Thesis, 1996. http://hdl.handle.net/10413/3191.

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In South Africa, education for learners with special needs has historically been provided for within a separate system of specialized education. Over the past few years, following international trends, there have been a few informal initiatives towards integration of learners with special needs into regular schools. This study examines the placement of a hearing impaired pupil at regular primary school in Durban, Kwazulu-Natal. The subject of the study is a hearing impaired child with a severe to profound hearing loss, who was placed by parent choice into a mainstream school in the neighbourho

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9

Naidoo, Gonasagaran Theeyaagaraj. "Exploring inclusion and exclusion in eduation : a case study of a rural primary school in KwaZulu-Natal." Thesis, 1998. http://hdl.handle.net/10413/3780.

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The study explores barriers to learning and development experienced by learners at a rural school situated in Upper Tongaat, on the North Coast of KwaZulu-Natal. Qualitative research methodology, which took the form of a case study, was used. The barriers to learning that the learners at the school experienced were examined from the perspective of both the learners and teachers. Other social factors that may affect a learner's development such as poverty, poor health and poor living conditions were also explored. The data was gathered through semi-structured interviews and participant observat

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10

Perumal, Jaganathan. "Towards inclusive education : exploring policy, context and change through an ethnographic study in a rural context in KwaZulu-Natal." Thesis, 2005. http://hdl.handle.net/10413/1646.

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This study is an ethnographic enquiry into the experiences of a school and its community as they interface with the implementation of the policy of educational inclusion in a pilot project in a rural school in KwaZulu-Natal, South Africa. Through the lens of critical theory and postmodernism, I critique special education and argue for the discourse of inclusive education to be placed on the broader agenda of social inclusion and exclusion and for its focus to extend beyond a narrow emphasis on special needs education. The study focuses on the micro-level, the teachers, learners, and parents wh

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11

Zulu, Phindile Doreen. "Preparedness of the mainstream primary school teachers in implementing inclusive education policy in Nongoma Circuit, KwaZulu-Natal." Diss., 2014. http://hdl.handle.net/10500/19015.

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Inclusive Education has gained significant currency nationally and internationally. It demands that the teacher be able to meet the needs of learners with impairments in ordinary classrooms. The success of inclusive education rests on quality teacher preparation geared towards inclusive education. The focus of this investigation is on preparedness of mainstream primary school teachers in implementing inclusive education policy in the Nongoma circuit. The lack of teachers prepared to provide quality inclusive teaching to learners and the limitations of existing support structures both impact on

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12

Majola, Happy Maureen. "The management of inclusive education in the four selected junior primary schools in the Empangeni district, KwaZulu-Natal." Thesis, 2013. http://hdl.handle.net/10321/947.

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Submitted in fulfillment of the requirements for the Degree of Master of Technology: Education, Durban University of Technology, 2013.<br>This study investigated the management of inclusive education in the four selected junior primary schools in the Empangeni District, KwaZulu-Natal. Despite the fact that the White Paper 6 on Special Needs Education and Training: Building Inclusive Education and Training System was released in 2001, aiming at providing quality education for all learners, the implementation and management of inclusive education in schools still remain a challenge. This r

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13

Ostendorf, Jolene. "Theory versus practice of inclusive education : an exploration of teacher development in selected affluent high schools in greater Durban." Thesis, 2012. http://hdl.handle.net/10413/9351.

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Despite a national and international focus on the effective implementation of inclusive education, there remains a discrepancy between the desire to provide inclusive education and the realities of providing such an education. Whilst there has been wide-scale teacher development workshops offered by the KwaZulu-Natal Department of Education, the ability of these workshops to provide teachers with meaningful insight into how to implement inclusive education practices in their classroom has been limited. This training has been criticized for being too theoretical and providing teachers with few

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14

Tuswa, Nobuntu Hicsonia. "Barriers to learning in the foundation phase in Umzimkhulu, KwaZulu-Natal Province." Diss., 2016. http://hdl.handle.net/10500/22692.

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According to White Paper 6, national policy regarding the provision of education in South Africa has changed since 1994 with an emphasis on the accommodation of all learners in one education system. The Department of Education envisaged an education and training system that would promote education for all and foster the development of inclusive and supportive centers of learning which would enable all learners to participate actively in education alongside their peers. The responsibility of the education system to develop and sustain learning is premised on the recognition that education is a

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15

Mbatha, Philile Nomusa. "The implementation of an institutional support team in a rural primary school in KwaZulu-Natal." Thesis, 2008. http://hdl.handle.net/10210/1162.

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The purpose of this study is to explore the implementation of an IST in a rural primary school of Northern KZN. The ISTs within an inclusive education context have not existed in the said area, due in part to the way the district support structure was implemented. Previously, the main focus had been on psycho-educational assessment, which was done in a more traditional way, with no specific interventions after assessment. This, however, was not in accordance with the ex-KwaZulu Department of Education modus operandi. Although the Education Support Services (ESS) of the past era provided some s

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16

Ramdeo, Ramesh. "The attitudes of primary school educators towards the South African policy of inclusive education." Thesis, 2006. http://hdl.handle.net/10413/1645.

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Education policy in South Africa seems set to follow the international trend towards inclusion of learners with special education needs. [LSEN]. Research has shown that the attitudes of educators towards mainstreaming are one of the most important factors impacting on the success of the implementation of this philosophy. Against this background, the study investigated the attitudes and views of educators regarding inclusive education. To achieve the objectives, a quantitative research approach was used. The questionnaire was administered to one hundred and twenty five primary<br>Thesis (M.Ed.)

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17

Tchatchoueng, Joseph. "Academic (institutional) support to first year students who have limited proficiency in English as language of learning and teaching at a South African university : lecturers' experiences." Thesis, 2014. http://hdl.handle.net/10413/11434.

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This qualitative case study was carried out in the School of Education, Edgewood Campus, at the University of KwaZulu-Natal (UKZN), South Africa. The study had two objectives: firstly, to understand lecturers’ experiences of how first year student-teachers’ abilities in the Language of Learning and Teaching (LoLT) affect their learning outcomes. Secondly, to explore lecturers’ evaluations of the academic support that is available on the Edgewood Campus to improve students’ LoLT abilities. Data were collected from consenting participants through face-to-face semi-structured interviews. Three co

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18

Buthelezi, Michael Mbongiseni. "Exploring challenges experienced by physically challenged students at a further education and training college in KwaZulu-Natal Province." Diss., 2014. http://hdl.handle.net/10500/13695.

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For physically challenged students, inequalities in further education begin with inequalities that have shaped the whole schooling system in South Africa. The limited provision that exists for physically challenged students at further education and training colleges in KwaZulu-Natal Province, especially black physically challenged students, means that for these students there is a very high level of exclusion from the education system. Many students with physical challenges still need an ally even in their basic accommodation. The focus of this research was on exploring challenges experienced

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19

Ben-David, Brenda Margot. "The impact of negative influences facing children with physical disabilities in rural areas." Thesis, 2011. http://hdl.handle.net/10500/5544.

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The purpose of this study was to investigate the impact of negative influences facing children with physical disabilities living in rural areas. Children with physical disabilities living in rural areas of South Africa have to deal with many negative influences in addition to their disability. The main theme is that all children in rural areas face negative influences, but these are far worse for the children with physical disabilities. Societal and educational exclusion and poverty continue to place these children at a disadvantage despite South Africa’s policies that promote inclusion and e

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20

Amponsah, Samuel. "The use of Student Teams Achievement Division as a teaching strategy in English first additional language in KwaZulu-Natal." Thesis, 2014. http://hdl.handle.net/10500/18335.

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The paradigm shift in teaching from the teacher-centred approach to the learner-centred approach in recent years has impacted on the way teachers go about their duties in the classroom. This paradigm shift necessitated this research with the aim of investigating how the Student Teams Achievement Division (STAD) technique can be used as a cooperative learning technique to teach EFAL in Kwazulu-Natal. The purpose of this study was to design a framework for the implementation of STAD as a cooperative teaching strategy for EFAL teachers by gleaning literature on teaching and learning, cooperative

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21

Zulu, Phindile Doreen. "Experiences of District-Based Support Team with regards to screening identification assessment and support implementation in Zululand district, KwaZulu Natal." Thesis, 2019. http://hdl.handle.net/10500/26727.

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District-based support teams (DBSTs) are tasked with supporting the implementation of inclusive education (IE). One of the core purposes of the Department of Education is to ensure that the whole system is organised in such a way that there is effective delivery of education and support services to all learners who experience barriers to learning and development, in both public ordinary as well as public special schools (Department of Education, 2009). This study investigated the experiences of DBSTs in their work of screening, identification, assessment and support (SIAS) implementation regar

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22

Appalsamy, Kershnee. "Social inclusion and exclusion in higher education : the role of pedagogy in English." Thesis, 2011. http://hdl.handle.net/10413/6055.

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This study investigates how lecturers at the University of Kwa-Zulu Natal construct pedagogy to socially include and/ or exclude students. The focus is particularly on two disciplines: English literary studies in the Faculty of Human Development and Social Sciences and English education in the Faculty of Education. The research question for the study is: how does the construction and practice of teaching in English literary studies and English education disciplines serve to include and/or exclude students? This question draws attention to how disciplinary knowledge structures inform pedagogic

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