Dissertations / Theses: 'Inclusive education (Secondary) – South Africa'

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Makoelle, Tsediso Michael. "Exploring teaching practices that are effective in promoting inclusion in South African secondary schools." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/exploring-teaching-practices-that-are-effectivein-promoting-inclusion-in-south-africansecondary-schools(7b2127b0-f07f-4c9a-9708-95c37b078bdf).html.

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Prior to the advent of the new democratic political dispensation in 1994, South African education had laboured under racially motivated discriminatory practices of active exclusion of the majority of learners. The authoritarian system located educational problems in the perceived deficiencies of the learner rather than in the repressive, top-down, non-participative, unreflective and uninclusive practices of the prevailing educational orthodoxy of the time. After 1994, the broader reconceptualisation of South African education sought to redress the imbalances of the past by creating equal opportunities for all learners, irrespective of race or creed. However, the difficult conundrum was how such a complex systemic change could be driven by teachers who had not only been trained in a heavily segregated educational system but formed part of it. Therefore, the aim of the thesis was to determine how teachers conceptualised inclusive teaching, explore the teaching practices that were believed to be effective in promoting inclusion in the South African secondary classrooms, and determine how they could be developed. The two-dimensional research study firstly took the form of a qualitative collaborative action research project conducted with a team of fifteen teachers at a single South African secondary school. The project was non-positivistic, critical, emancipatory and allowed the participants jointly to define the constructs of inclusive education, inclusive teaching and inclusive class; to identify practices of inclusion through observation; to adopt other practices in their classes; to determine the effect of such practices on inclusive teaching and learning; and finally to draw conclusions about the specific practices that were clearly effective in the context of their school. Secondly, an inductive analytical framework was used by the researcher to determine the theoretical contribution the study would make to the notion of developing inclusive teaching practices and determining the way this could be achieved within the South African school context. Data were collected through a series of meetings, participant observations, focus-group interviews, and one-on-one semi-structured interviews during the action-research stages of planning, action and reflection. Limitations were the teacher-researchers' lack of experience in conducting research and the limited time the research team had to complete the research tasks. The findings indicate that, at the time of the research, the conceptualisations of inclusive teaching and inclusive pedagogy were varied and continued to be influenced by the former special-needs education system. Moreover, the findings show that, while the inclusive practices identified by the teachers in this study are popular in the international literature, they need to be contextualised in and made relevant to the South African situation. However, it is clear that the teachers' experience of participating in the action-research process had raised their awareness of the importance of inclusive teaching, promoted a sense of emancipation, and held out the prospect of successful and possibly lasting change. These findings clearly imply that the reconceptualisation of inclusive pedagogy should always take place within a specific context, and that South African teachers in particular should form communities of inquiry to reflect on and develop their inclusive practices. The study has captured the essence of inclusion within the South African school context and has identified areas that need further research, for example the impact of different cultural beliefs on both teachers and learners in relation to inclusion. In conclusion, the study has demonstrated the unique contribution of action research in promoting continuous reflection, revision and intervention as indispensable procedures in the process of improving inclusive teaching and learning.

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Konghot, Edwina. "An explorative study of inclusive education at mainstream secondary schools for learners with special needs." University of the Western Cape, 2012. http://hdl.handle.net/11394/5105.

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Magister Artium (Social Work) - MA(SW)
During apartheid, black learners with disabilities experienced difficulties accessing education. At this time very few special schools existed and admissions were limited, as they were restricted according to certain segregation criteria. In 2001, the Education White Paper 6 was published, demarcating that South African education should shift into the international trend of inclusion. Inclusion, relating to mainstream schools, encourages the schools to review their structures, approaches to teaching, student grouping and promote schools to meet the diverse needs of all students. Research indicated that inclusive education has been promoted in primary schools. However, there is limited research regarding inclusive education in secondary schools in South Africa. The purpose of this study was to explore the implementation of inclusive education in secondary schools for learners with special needs. The research study used an exploratory qualitative methodology with an interpretivist approach. Participants included the principal, teachers and learners from a secondary school which has an inclusive approach. Purposive sampling was used to identify participants. There were 12 participants who partook in the study and data was collected through a focus group discussion and individual interviews. The focus group consisted of 6 non-disabled learners who participated in the study. Data were analysed through the use of thematic analysis. The results suggest that learners with special needs should be taught in this mainstream secondary school. Teachers and non-disabled learners accept learners with special needs in their classroom and at their school. However, there are a number of barriers such as access, awareness, lack of training, that hinder the full participation of teachers when assisting learners with special needs.

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Loebenstein, Harriet. "Support for learners with intellectual disabilities in the transition to secondary schools." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1090.

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Mphunngoa, Molatoli Ezekiel. "Perception of some secondary school educators towards inclusive education in Maokeng." Thesis, Bloemfontein : Central University of Technology, Free State, 2008. http://hdl.handle.net/11462/115.

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Thesis (M. Ed.) - Central University of Technology, Free State, 2008
The purpose of this study is to investigate the perceptions of secondary school educators towards inclusive education in Maokeng.”Inclusive education defined as schools, centres of learning and educational systems that ensure that all children learn and participate” (Van Rooyen & De Beer, 2006). Two secondary schools were chosen for this study, with eight respondents who are mainstream educators. There were four male educators and four female educators in the sample. The qualitative methodology, in particular Textual Orientation Discourse Analysis (TODA), was used as the tool to obtain information from the respondents. The respondents, as educators at secondary schools, were selected according to their level of education, experience at work, their age and the way that they perceive inclusive education in secondary schools. The main finding shows that there are educators who favour inclusive education and there are those who are not in favour of inclusive education. Some contributing factors for not being in favour were reported as, lack of information regarding inclusive education, the time factor, lack of resources, inadequate knowledge and skills of educators, need for training, lack of teacher support, efficiency of the support teacher, disruptive and unchallenged learners and their impact on schools. Given the above findings and conclusion, the study recommends that educators should be sufficiently supported by well informed para-professionals, in order to make inclusive education a success. Resources should be well distributed to various institutions where inclusive education is going to be instituted. Government experts should work in collaboration with experts from the university with regard to the attainment of skills, in order to improve the work of educators at schools, particularly those who work with disabled learners. At school level, specialized educators and those who are able to identify learners with problems should be hired. The number of educators needs to increase, in order to reduce large numbers of learners in each class, which will enable educators to reach each learner.

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Rabie, Erika Henrihet. "The lived experiences of Grade 11 learners considered academically gifted." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85711.

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Thesis (MEd(Psych))-- Stellenbosch University, 2013.
ENGLISH ABSTRACT: Gifted children represent an important component of a nation's intellectual capital, with the resources to find innovative solutions to scientific and social challenges. Since the advent of democracy in South Africa in 1994, limited attention has been paid to gifted education as a research focus. To ensure quality education for all learners, current educational policy supports inclusive education. However, there is a gap between the policies which have been developed and their implementation at grassroots level in the school and classroom. In particular, several recent South African studies on gifted education suggest that gifted learners are at the end of the queue for educational provision. In this qualitative and collective instrumental case study, framed within an interpretive paradigm, I set out to explore the lived experiences of academically gifted Grade 11 learners. I wanted to gain an insight into how it felt to be gifted, and how their experiences played out in the various systems in their respective contexts. A further aim was to assess their specific academic support needs, in order to make a contribution to designing quality education for this particular group. The expression of giftedness is viewed as dependent on the interactions of the child with his or her environment, so Bronfenbrenner's bio-ecological model was taken as the theoretical framework for the study. I chose a descriptive multiple case study design, using purposive sampling to select six participants, three from each of two schools in sharply contrasting socio-economic backgrounds in a large rural town. I used three methods of data collection, semi-structured individual interviews, a semi-structured focus group interview, and collages. Qualitative content analysis was used for both phases of data analysis, within-case analysis and cross-case analysis. The findings showed that gifted learners from both affluent and disadvantaged backgrounds faced similar challenges in developing their potential. They often felt neglected and academically under-stimulated. They identified specific deficiencies in both their schools and communities which needed to be addressed to ensure optimal learning opportunities. Despite the similarity of their experiences, the learners from the school in the disadvantaged community had to combat greater challenges than those from an affluent background.
AFRIKAANSE OPSOMMING: Begaafde kinders verteenwoordig 'n baie belankrike komponent van 'n nasie se intellektuele kapitaal. Hulle beskik oor innerlike bronne om innoverende oplossings vir wetenskaplike asook sosiale uitdagings te bied. Vanaf die aanvang van demokrasie in 1994 in Suid-Afrika, is beperkte aandag aan begaafdekindonderwys as navorsingsfokus gegee. Die huidige onderwysbeleid ondersteun inklusiewe onderwys om sodoende kwaliteit onderrig aan alle leerders te verseker. Daar blyk egter 'n gaping te wees tussen beleidsontwikkeling en die inplementering daarvan op grondvlak, in skole en klaskamers. Verskeie onlangse Suid-Afrikaanse studies oor begaafdekindonderwys dui in die besonder daarop dat begaafde leerders agter in die ry staan as dit kom by voldoende onderwysvoorsiening. In hierdie kwalitatiewe, kollektiewe en instrumentele gevallestudie, ingebed binne die raamwerk van 'n interpretatiewe paradigma, het ek my beywer om die beleefde ervaringe van akademies begaafde Graad 11 leerders te ondersoek. Ek wou insig bekom oor hoe hulle, hulle eie begaafdheid ervaar, asook hoe dit uitspeel in die verskillende sisteme binne hulle onderskeie kontekste. 'n Verdere doelwit van hierdie studie was ook om spesifiek hulle akademiese ondersteuningsbehoeftes te evalueer ten einde sodoende 'n bydrae te lewer ten opsigte van die ontwerp van kwaliteit onderrig vir hierdie spesifieke groep. Die interaksies tussen die kind en sy of haar omgewing speel 'n belangrike rol in die uitdrukking van begaafdheid. Om hierdie rede is Bronfenbrenner se bio-ekologiese model as teoretiese raamwerk vir hierdie studie aangewend. Ek het 'n beskrywende, veelvuldige gevallestudie-ontwerp gekies en doelmatigheid-steekproefneming aangewend om die ses deelnemers, drie van twee skole in sterk kontrasterende sosio-ekonomiese agtergronde in 'n groot plattelandse dorp, te selekteer. Ek het drie metodes, naamlik semi-gestruktureerde individuele onderhoude, 'n semi-gestruktureerde fokusgroep-onderhoud asook collages, ingespan om data in te samel. Kwalitatiewe inhoudsanalise is gebruik vir beide data-analisefases, naamlik binne-geval-analise en kruis-geval-analise. Die bevindinge het getoon dat begaafde leerders van beide welvarende en benadeelde agtergronde soortgelyke uitdagings ten opsigte van die ontwikkeling van hul potensiaal in die gesig staar. Hulle het dikwels verwaarloos en akademies onder-gestimuleer, gevoel. Hulle het spesifieke leemtes in beide hulle skole en gemeenskappe geïdentifiseer wat aangespreek moet word om optimale leergeleenthede te verseker. Ten spyte van die ooreenkomste in hul ervarings, moes die leerders van die skool in die agtergeblewe gemeenskap groter uitdagings die hoof bied as die leerders van die meer gegoede agtergrond.

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Bam, June. "The development of a new history curriculum for the secondary level in South Africa : considerations related to the possible inclusion of themes drawn from Unity Movement history." Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/12747.

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Bibliography: leaves 128-145.
This thesis focuses on the recognition of alternative content and perspectives provided in popular history traditions as a "necessary condition" for the development of a new history for secondary school in South Africa. In arguing for this recognition, research on the Unity Movement historical and dialectical materialist historiographical tradition and its potential for the pedagogical process is used as illustration. Aspects discussed as the context for such an argument include (a) the nature of history and popular history (as a world phenomenon), (b) the nature and objectives of history education, (c) the legacy of Apartheid history education and (d) guidelines for the development of a new history curriculum based on Curriculum Development Theory and pedagogical principles of the New History Movement. The thesis concludes that recognition of the historiographical tradition of the Unity Movement is a necessary condition for the development of a new school history for South Africa based on its "legitimacy" regarding its version of history as embracing the experiences, traditions and values of the majority of people in South Africa. Furthermore, it is also a tradition which provides the children of this majority a place (not only in the history of Southern Africa), but (more importantly) in the history of the world. This recognition would have far-reaching implications for a new history for schools. These are: revision of the present content of the secondary syllabus, the re-interpretation of themes currently considered as representing "major" processes in historical formation in both Southern African and World History, and the inclusion of more "relevant" and "popular" themes. It is argued that the facilitation of a more "legitimate" and "popular" history curriculum will be realised in South Africa if cognisance is taken of both this popular historiographical tradition and crucial aspects of the pedagogical principles of the New History Movement.

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Williams, Evelyn Elizabeth. "Inclusive education : a model for in-service teachers." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/643.

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It is clear that the concept of inclusive education implies that learners experiencing barriers to learning should, wherever possible and with suitable support, be educated with others in a regular school setting and through a regular curriculum. It is assumed that suitable facilities, resources and assistance, where needed, will be available. An adaptable curriculum that accommodates the specific learners who experience barriers to learning is also essential for inclusive education. The focus on providing equal educational opportunities for learners experiencing barriers to learning means that the traditional roles and responsibilities in education will inevitably change. Teachers have to modify their views of themselves, their teaching methods and the roles that they have to play during the implementation of inclusive education. Teachers will have to be adequately trained to effectively and confidently provide appropriate education to learners experiencing barriers to learning. The primary goal of the study is to explore the experiences, perceptions and needs of teachers regarding inclusive education. The secondary goal is to develop a training model to equip in -service teachers better for inclusive education. The research process was structured by the application of a qualitative research approach within a theory generative design, utilising five steps of theory generation in order to reach the objectives of the study. The qualitative approach was selected, as it is exploratory in nature. Founded in this exploratory research, a central concept was identified, with the aim of developing a model to assist teachers in implementing inclusive education. ABSTRACT (xvii) The research was conducted in two phases. The first section of the research comprised an exploration of the experiences, perceptions and needs of teachers regarding inclusive education. It embraced several decisions relating to data collection and analysis processes, such as defining the population and selecting the sample procedure and the data collection method, namely personal interviews with teachers, in order to determine their experiences, perceptions and needs. Concepts in the transcripts were categorised into themes and sub-themes and were verified by a literature review. A central concept was identified ( of the theory-generative research design) that can be further analysed in the second section of the research. The second section of the research was based on the findings of the research and the work of Chinn and Kramer (1995) in order to develop a training model to assist teachers in implementing inclusive education. The following additional steps of model design were employed: - Step Two : Concept definition and classification - Step Three : Construction of relationship statement - Step Four : Description and evaluation of the model - Step Five : Model operationalisation After data analysis was completed, the research established that the participating teachers were not in favour of inclusive education and therefore perceived it negatively. They also viewed themselves as not suitably equipped to work in inclusive settings. They were also discontented and experienced an intense feeling of incompetence. The researcher identified the in teachers as the central concept, which served as the foundation of the design of a model for teachers with regard to inclusive education. The essential criteria of the concept were identified and linked to each other by means of relationship statements. The model was described and evaluated according to the five criteria of clarity; simplicity; generality; accessibility; and significance, as proposed by Step One revitalisation of competence Chinn and Kramer (1995). The researcher also reflected on the limitations inherent to this research study and presented guidelines and recommendations for the operationalisation of the model in practice, to guide future research and in-service training programmes.

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September, Sean Christian. "Educator training and support for inclusive education." Thesis, University of Zululand, 2008. http://hdl.handle.net/10530/1144.

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When the implementation of inclusive education was announced by government, it did not come without shared concerns by many parents, educators, lecturers, specialists and learners about the future of the educational system in South Africa. Research needs to be done in order to address these concerns. The present study aims to address some of those concerns as well as to investigate what is provided to mainstream educators in terms of training, support and skills in three schools in the Cape Winelands district of the Western Cape Education Department. These educators have all previously received training in inclusive education. The researcher embarked research to establish whether the educators believed the training and support they received was effective. Previous studies, local as well as abroad, indicate the importance of effective training and support for mainstream educators when it comes to the successful implementation of inclusive education. Aspects the researcher attempted to highlight are pre-service and in-service training of educators. A closer look is taken at classroom support, collaboration among all parties involved and peer support in order to get a clear understanding of what is needed, with special reference to the issue of support. The researcher also took a closer look at the types of skills that are required for the successful implementation of inclusive education-Data was collected through the administration of a questionnaire. The main findings revealed that the majority of educators believe that the training, support and skills they received from the Western Cape Education Department were effective. These results were interesting, given the fact that most educators, both locally and abroad, still raise concerns about training and support. Some key focus areas the researcher identified for the successful implementation of inclusive education are the integration of pre-service and in-service training programmes, parental involvement and collaboration between special and mainstream schools.

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Motala, Rashid Ahmed. "Attitudes of Department of Education District officials towards inclusive education." Thesis, University of Zululand, 2010. http://hdl.handle.net/10530/1089.

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Submitted in partial fulfilment of the requirements for the Master of Educational Psychology at the University of Zululand, South Africa, 2010.
This study focuses on a vital component of the transformation process on the South African educational landscape - district based Department of Education officials. This descriptive research project had three aims. Firstly; the study determined the nature of the attitudes of Department of Education officials based at the Pinetown District towards the inclusion of learners with learning difficulties at mainstream primary schools. Secondly, the study examined the impact of nine selected demographic characteristics of district based officials on their attitudes towards inclusion. Lastly, the study determined the degree of concern that district based Department of Education officials experienced towards 10 selected factors (eg. large classes, training of educators, curriculum adaptation, extra pay for teachers, time for teacher planning) in the implementation of inclusive education at mainstream primary schools. The research instrument employed in the study was a questionnaire, which was administered to all eligible Pinetown District based officials. Ultimately, 62 respondents were recognized as the members of the sample in the study. Quantitative data was analysed using both descriptive and parametric statistics. Qualitative data was content analysed to discern emerging themes. The results of the study indicated that Pinetown District based Department of Education officials generally hold positive attitudes towards the inclusion of learners with learning difficulties at mainstream primary schools. In addition the study found that the following five demographic characteristics are significant predictors of Department of Education district officials positive attitudes towards the inclusion of learners with learning difficulties at mainstream primary schools - training in special/inclusive education, contact with people with disabilities, experience in teaching learners with disabilities, knowledge of White Paper 6 (Department of Education, 2001) and the workstation of the officials. Lastly, the study concluded that district based Department of Education officials were very concerned that the 10 factors (eg. teacher workloads, provision of a support teacher, availability of resources, support of school management teams and the impact of included learner on the performance on the non-disabled learners) collectively could impede the successful implementation of inclusive education at South African schools.

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Campher, Elsie J. "Educational change : a support programme for educators in an inclusive school setting." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53402.

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Thesis (PhD)--University of Stellenbosch, 2003.
ENGLISH ABSTRACT: In the movement towards inclusive education, demands that quality education for all present challenges for educator support to facilitate educational change in South Africa. The proposed link between effective educational transformation and understanding and managing change stimulated the researcher's desire to develop an in-service education and training programme for educators within the concept of whole school development. Such a programme could ensure the simultaneous development of competence of the individual and the school as an organisation. The first phase of this study comprised the development of a particular in-service educator support programme aimed at addressing the identified needs of a specific target group of educators to facilitate educational transformation within an inclusive setting. The primary focus of the study was the development of educator competencies that would help educators cope with educational change by means of the establishment of school-based support teams. The content was based on a comprehensive overview of the literature on individual and institutional development as well as change. This was synthesized into four modules (Module one: change, transition, reviewing and clarifying vision and mission; Module two: leadership, teamwork and support; Module three; organisational change, the learning organisation and organisational culture; Module four: application). In the second phase an evaluation research design was used to conduct a comprehensive evaluation of the programme in order to make judgements (from an accountability perspective) to facilitate programme improvement (from a development perspective) and to generate knowledge (from the perspective of academic value). The programme was presented in ten sessions of three hours each over a period of seven months during and after which qualitative and quantitative data was obtained and combined to ensure higher quality data for the identification of outcomes. An interpretive version of content analysis was applied for the identification of patterns from which subcategories, categories and a main theme was constructed. The programme succeeded in achieving the primary objective of facilitating the establishment of school-based support teams: 95% of the schools that participated in the programme established school-based support teams. It also contributed to the development of personal and professional competency in educators that helped them cope with educational change. Participants experienced significant positive changes in their own thinking and perceptions regarding inclusive education, educational change, support and teamwork. They understood why they needed to change, and developed a better understanding of how to deal with the effects of change. From the patterns identified, the sub-categories of personal, professional and school development were constructed. Change emerged as the overarching main theme. Embedded within this were the roles of the facilitator and of transformative learning. The research flndinqs confirmed that the problem was appropriately conceptualised and that the design of the programme adequately addressed the needs of the participants. Respondents reported that they were more knowledgeable and skilful, and that they had experienced positive changes in their attitudes. These personal changes contributed to better educational service delivery and improved schools. This study demonstrated that educators can be given the support they need to cope with educational change through an in-service support programme which is needs driven and which focuses simultaneously on individual and organisational development.
AFRIKAANSE OPSOMMING: Eise vir kwaliteit opvoeding in die beweging na inklusiewe opvoeding stel uitdagings aan opvoederondersteuning om opvoedingsveranderinge in Suid-Afrika te fasiliteer. Die voorgestelde skakel tussen effektiewe opvoedingstransformasie en die verstaan en bestuur van verandering het by dié navorser die begeerte aangewakker om 'n indiensopvoeding- en -opleidingsprogram vir opvoeders te ontwikkel binne die konsep van heelskoolontwikkeling. So 'n program sou die gelyktydige ontwikkeling van die individu se bevoegdheid en van die skool as organisasie kon verseker. Die eerste fase van die studie het die ontwikkeling van 'n spesifieke indiensondersteuningsprogram vir opvoeders behels wat daarop gemik is om die geïdentifiseerde behoeftes van 'n spesifieke teikengroep opvoeders aan te spreek om opvoedingstransformasie binne 'n inklusiewe omgewing te fasiliteer. Die primêre fokus van die studie was die ontwikkeling van opvoedersbevoegdhede wat opvoeders sou help om opvoedkundige veranderinge te hanteer deur middel van die vestiging van skoolgebaseerde ondersteuningspanne. Die inhoud is gebaseer op 'n omvattende oorsig van die literatuur oor individuele en institusionele ontwikkeling. Dit is byeengebring in vier modules (Module een: verandering, oorgang, hersiening en verduideliking van visie en missie; Module twee: leierskap, spanwerk en ondersteuning; Module drie: organisatoriese verandering, die leerorganisasie en organisatoriese kultuur; Module vier: aanwending). In die tweede fase is 'n evalueringsnavorsingsontwerp gebruik om 'n omvattende evaluering van die program uit te voer met die doelom oordele te vel (vanuit 'n rekenskapgewende perspektief) om programverbetering te fasiliteer (vanuit 'n ontwikkelingsperspektief) en om kennnis te genereer (vanuit die perspektief van akademiese waarde). Die program is in tien sessies van drie uur elk oor 'n periode van sewe maande aangebied. Gedurende en na hierdie periode is kwantitatiewe en kwalitatiewe data verkry en gekombineer om data van hoër gehalte vir die identifisering van uitkomste te verseker. 'n Interpretatiewe weergawe van inhoudsanalise is aangewend om patrone te identifiseer waaruit subkategorieë, kategorieë en 'n hooftema saamgestel is. Die program het daarin geslaag om die hoofdoel te bereik, naamlik om die totstandbring van skoolgebaseerde ondersteuningspanne te fasiliteer: 95% van die skole wat aan die program deelgeneem het, het skoolgebaseerde ondersteuningspanne begin. Die program het ook bygedra tot die ontwikkeling van persoonlike en professionele bekwaamheid in opvoeders wat hulle gehelp het om opvoedkundige verandering te hanteer. Deelnemers het beduidende positiewe veranderinge in hul eie denke en persepsies ondervind rakende inklusiewe opvoeding, opvoedkundige verandering, ondersteuning en spanwerk. Hulle het verstaan waarom hulle moes verander, en het 'n beter begrip ontwikkel ten opsigte van die hantering van die uitwerking van verandering. Uit die geïdentifiseerde patrone is subkategorieë van persoonlike, professionele en skoolontwikkeling saamgestel. Verandering het as die oorkoepelende hooftema te voorskyn gekom. Ingebed hierin was die rolle van die fasiliteerder en van transformatiewe leer. Die navorsingsbevindinge bevestig dat die probleem op toepaslike wyse gekonseptualiseer is en dat die ontwerp van die program die deelnemers se behoeftes op gepaste wyse aangespreek het. Respondente het gerapporteer dat hulle oor meer kennis beskik en vaardiger is en dat hulle positiewe veranderinge in hul houdinge ervaar het. Hierdie persoonlike veranderinge het bygedra tot beter opvoedkundige dienslewering en verbeterde skole. Hierdie studie het aangetoon dat opvoeders die nodige ondersteuning kan kry om opvoedkundige verandering te kan hanteer deur middel van 'n indiensondersteuningsprogram wat behoeftegedrewe is en wat terselfdertyd fokus op individuele en organisatoriese ontwikkeling.

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Mcconnachie, Karola. "Teachers’ understanding and implementation of inclusive education in an Eastern Cape primary school." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013150.

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Since 2001 the South African Department of Basic Education has been working towards implementing Inclusive Education over a twenty year period. This is in accordance with international trends in education. This study set out to investigate the implementation of Inclusive Education in a South African context by conducting a case study at an Eastern Cape no‐fee‐paying primary school. It looked at how the government policy, as set out in Education White Paper 6 (EWP6) (DoE, 2001), is understood and being implemented by teachers at the Welcome Primary school. The study further investigated the introduction of the National Strategy on Screening, Identification, Assessment and Support (SIAS strategy) (DoE, 2008a) to gain insight into how teachers identify and assess barriers to learning in an ordinary primary school. In addition it looked at emerging factors that could impact on the implementation of this policy. With 16 years teaching experience in ordinary and private schools and 19 years experience in a special needs school as a teacher, head of department and then principal, I have personal experience of the crisis in the Eastern Cape Department of Basic Education. This awareness provided the impetus and interest in researching Inclusive Education policy implementation. It is my view that only when we begin to grapple with the problems right at the source of the education crisis within the majority of the no‐fee‐paying schools that informed decisions about policy and policy implementation can be made. As I am able to understand and converse in isiXhosa, I was able to observe and experience the implementation of EWP6 and the SIAS strategy in a school that is an isiXhosa‐medium ordinary primary school and similar to the majority of ordinary public schools in the district. A qualitative research approach based within an interpretive paradigm using the case study method was used for this study. Semi‐structured interviews, detailed field notes as well as documents generated by meetings and education conferences helped me to investigate and refine my research goals. The research found that the implementation of EWP6 and the SIAS strategy posed a major challenge for the Department of Basic Education, and highlighted the significant gap between ordinary primary schools and special needs schools. However, the fact that there is a partial engagement with the process of providing inclusive education, does present some measure of hope for a better future for those learners that have experienced the injustice of exclusion from education and society. The Eastern Cape Department of Basic Education will have to ‘catch up’ to other provinces in its delivery of every child’s constitutional right to education in an inclusive school environment. Factors emerged from the study that showed that the assessment of learners’ barriers to learning with the resultant support needs was a relatively new concept, as teachers tended to rely on traditional classroom tests and simple informal classroom assessments to assess the learners. Teachers expressed a good verbal knowledge of learners with support needs but found it very challenging to put this verbal knowledge into a written document. In addition there was inadequate support from the District Based Support Team to implement the SIAS strategy. This study showed that the medical model of assessment was still being adhered to in the research district with little evidence of a move to a social model of assessment in terms of the SIAS strategy. In addition, factors emerged indicating the serious impact that alcohol abuse has on children and the society in which they live. The evidence of increasing numbers of children with Fetal Alcohol Spectrum Disorder (FASD) in a single educational district is a matter of grave concern from an educational and financial perspective. It is my contention that this is a matter of national urgency and that the Department of Basic Education must confront the escalating problem of alcohol abuse and the resultant challenges of a large number of learners with serious barriers to learning that need to be included in the education system.

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Geduld, Deidre Chante. "The role of school management teams in the implementation and maintenance of inclusive education." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/956.

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Inclusion is about the organizational change within schools to improve the educational system for all learners. It means changes in the curriculum, changes in how teachers teach and how learners learn, as well as changes in how learners with and without special needs interact with and relate to one another. The quality of leadership makes a significant difference to educator participation in accommodating all learners. However, for this we as educators must ensure that we are fully capable of delivering this service irrespective how old we are or what our qualification levels are. It is my objective to understand the role the school management team plays in facilitating the process of changes, as change cannot be forced and the fear of change must be acknowledged and faced. The qualitative research paradigm and more specifically the participatory action research approach, which is, applied research that treats knowledge as a form of power and designates with the line between research and social action particularly assisted me in answering my research question. xiv used to describe school management team members’ understanding and experiences pertaining to inclusive education and why they are procrastinating. After data analysis of the first step was concluded, the research established that the participant educators were not in favour of inclusive education and for that reason perceived it negatively. Educators are not enthusiastic about inclusivity. Step 2 was the action plan of my research study on which the school management team members decided collective as a method to restructure their thinking towards an implementation programme for inclusive education for their school. The researcher also reflected on the limitations inherent to this study and presented guidelines and recommendations for implementing and maintaining inclusive education.

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Matela, Lineo Jane. "An investigation of the challenges of implementing inclusive education in one Khayelitsha mainstream school." Thesis, University of the Western Cape, 2007. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8965_1257321332.

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This study investigated the challenges of implementing inclusive education in one Khayelitsha mainstream school. The key objectives of this study were to determine which aspects of implementation have worked well in the school and which have not, while exploring the underlying reasons in each case.

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Elloker, Sakeena. "Inclusive education: a case study of a primary school classroom in a socio-economically disadvantaged environment." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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In celebrating 10 years of democracy, South Africa has among other things placed even greater emphasis on human rights. The education of those experiencing barriers to learning, where it has been offered, has historically been separate from general education. The right to inclusive education is currently an international concern and can be viewed as one of the many initiatives that could steer this country into the future. However, other demands also highlighted in this research, make it difficult for ordinary schools to take up the challenge. The primary aim of this research was to investigate current conditions in one typical South African classroom in a disadvantaged area, with reference to inclusion. The study took place at a primary school and attempts to provide a rich description of the school, classroom, educator and learners. The context described is one likely to be familiar to many educators. The study identifies and portrays in detail the range of barriers to learning present in a particular classroom and describes the educator and methods used to accommodate learners.

The findings indicate that this educator&rsquo
s classroom can to a certain extent be described as an inclusive classroom and some of the strategies used to accommodate learners are in line with inclusive practices. The final discussion raises a number of important issues with respect to barriers to learning, curriculum, educator training and school support. It is hoped that this study will highlight key issues and possible solutions that could facilitate the implementation of inclusion in South Africa.

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Loebenstein, Harriet. "Perceptions of inclusive education of parents of children without disabilities." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52990.

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Thesis (MEd)--University of Stellenbosch, 2002.
ENGLISH ABSTRACT: This qualitative study has placed a focus upon the experiences of inclusive education of parents of learners without disabilities. As the advent of inclusive education in South Africa has been accompanied by substantial political, social and legislative changes, an ecosystemic theoretical framework has informed the process of this study in order to acknowledge and better understand the influence of various contexts on individuals in their constructions of reality. Recent South African policy documents have endorsed inclusive education as the conceptual framework within which previously disparate systems of educational provision can be united and learners of all abilities optimally accommodated. These documents have not only drawn attention to the need to recognise the rights and potential and actual contributions of parents to the process of education, but have also called for reporting on inclusive educational practice within various institutional contexts. It is against this backdrop that this study has attempted through an interpretative and constructive research philosophy and design to access and interpret the perceptions and experiences of the parents who voluntarily participated in the research process. Permission was obtained from the Western Cape Education Department to conduct focus group discussions at a school which has included learners with Down Syndrome. Two focus group discussions were conducted with groups of parents of children without disabilities in venues provided within the school buildings. Participating parents were asked to reflect on their experiences of inclusive education initially as part of a written response to the research question and later through interactive discussion within the focus group. Follow up telephonic interviews provided member checks on the initial data analysis and enabled further reflections on the research question. Data analysis was achieved through the constant comparative method of data interpretation. This process yielded patterns within the data which ultimately led to the formation of various categories which were grouped systemically to enable a holistic interpretation of the research results. The analysis of results revealed responses to various issues and a generally favourable attitude to inclusive education, particularly the degree to which the parents' children had been advantaged by an exposure to difference and the extent to which more realistic representations of disability had been constructed by the parents. Responses ranged from views concerning the implementation of government policy, difficulty with constructions of disability, concerns regarding the ability of the school system and particularly teachers to monitor and manage this change in educational policy, to more personal issues which involved the perceived benefits of socialization with learners with disabilities. The implications of the study suggest that interactive discussion is a vehicle through which democracy can be actively practised, change can be positively mediated, solutions to educational challenges collaboratively constructed and partnerships between parents and schools more firmly established.
AFRIKAANSE OPSOMMING: Hierdie kwalitatiewe studie van inklusiewe onderwys plaas die klem op die ervaring van ouers van leerders sonder gestremdhede. Aangesien die instelling van inklusiewe onderwys in Suid-Afrika gepaard gegaan het met aansienlike politieke, sosiale en wetgewende veranderinge, het en ekosistemiese teoretiese raamwerk die verloop van hierdie studie aangehelp, om sodoende die invloed van verskeie kontekste op individue in hulle formulering van die werklikheid te erken en beter te verstaan. Onlangse Suid-Afrikaanse beleidsdokumente het inklusiewe onderwys goedgekeur as die konseptuele raamwerk waarbinne voorheen uiteenlopende onderwysvoorsieningstelsels verenig kan word, waardeur leerders van aile vermoens optimaal geakkommodeer kan word. Hierdie dokumente het nie aileen die aandag gevestig op die behoefte aan erkenning van die regte en potensiele en wesenlike bydraes van ouers tot die onderwysproses nie, maar het ook versoek dat verslag gedoen word oor inklusiewe onderwyspraktyk binne verskeie institusionele kontekste. Dit is teen hierdie agtergrond dat die studie gepoog het om deur en interpreterende en konstruktiewe navorsingsfilosofie en -ontwerp, die persepsies en ervarings van die ouers wat vrywillig deelgeneem het aan die navorsingsproses, te bekom en te interpreteer. Met die vergunning van die Wes-Kaapse Onderwysdepartement is fokusgroepbesprekings gehou by en skool wat leerders met Down sindroom ingesluit het. Twee fokusgroepbesprekings met groepe ouers van kinders sonder gestremdhede, is op die skoolperseel gehou. Deelnemende ouers is gevra om te besin oor hulle ervaring van inklusiewe onderwys, aanvanklik as deel van enskriftelike antwoord op die navorsingsvraag en later deur interaktiewe besprekings binne die fokusgroep. Telefoniese opvolgonderhoude met groeplede het die aanvanklike data-ontleding voorsien en het gelei tot verdere besinning oor die navorsingsvraag. Data-ontleding is gedoen deur die konstante vergelykende metode van datainterpretasie. Hierdie proses het patrone binne die data opgelewer, wat uiteindelik gelei het tot die samestelling van verskeie kategoriee wat sistemies gegroepeer IS om 'n holistiese interpretasie van die navorsingsresultate moontlik te maak. Die ontleding van resultate het reaksies op verskeie kwessies opgelewer en in die algemeen 'n gunstige houding teenoor inklusiewe onderwys geopenbaar, veral die graad waartoe die ouers se kinders bevoordeel is deur blootstelling aan andersheid en die mate waartoe meer realistiese erkenning van gestremdheid deur die ouers geformuleer is. Antwoorde het gewissel van menings oor die implementering van regeringsbeleid, probleme met formulering van gestremdheid , kommer oor die verrnoe van die skoolstelsel en veral leer- kragte, om hierdie verandering in onderwysbeleid te monitor en te bestuur, tot meer persoonlike kwessies wat menings ingesluit het oor die voordele van sosialisering met leerders met gestremdhede. Die implikasies van die studie suggereer dat interaktiewe bespreking 'n middel is waardeur demokrasie aktief beoefen kan word, verandering positief bemiddel kan word, oplossings vir onderwysuitdagings samewerkend geformuleer kan word en vennootskappe tussen ouers en skole meer stewig gevestig kan word.

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Hamilton, Joanne. "Promoting inclusive education : a case study of assessment in two rural schools." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53562.

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Thesis (MEdPsych)--University of Stellenbosch, 2003.
ENGLISH ABSTRACT: An outcomes-based education (OBE) approach was introduced into South African schools in 1998 in order to align education with the democratic values of the new government. The transition to OBE has not been an easy process for many stakeholders. Teachers, in particular, have had to review their own philosophies and practices of teaching and learning. This paradigm shift required by OBE was, however, underestimated in teacher training. The recent addition of an inclusive education approach may arguably be seen as a natural, anticipated extension of the transformation of South African education. This is stated because the principles and practices of inclusion are endorsed and actualised by OBE and the Constitution of South Africa. Based on this inference, this research study explores how assessment, an integral part of the teaching and learning process, can contribute towards the promotion of inclusive education. The research was conducted at two rural mainstream primary schools near Stellenbosch in the Western Cape. The research methodology was based on the principles and beliefs of the qualitative paradigm as this study explored the teachers' constructed realities and experiences of assessment in OBE and inclusive education. A case study research method was employed in order to produce 'thick' descriptions and contextualised interpretations of their constructions. Following Creswell's (1994) dominant-less dominant design model, the data in the study was produced via both qualitative and quantitative research methods. A selfadministered questionnaire consisting of closed-ended and open-ended questions was given to all of the teachers at both schools to enable an initial inquiry into the area of research interest. The responses to the closed-ended statements produced the quantitative data in the research study and the responses to the open-ended questions formed part of the qualitative data. Following an analysis of the data produced, two volunteer teachers at each school were then interviewed to gain further insight and clarification. The qualitative and quantitative data produced in each case study were first analysed separately (within case analysis) and then compared and combined in a cross-case 'study analysis. This approach enabled a thorough understanding of the research question and the production of quality research. The findings of the research indicate that, although the teachers in the case studies do not see a connection between assessment and inclusion, their assessment practices and principles do contribute towards the promotion of inclusive education. The research found that assessment in OBE has encouraged these teachers to view their learners as individuals with different abilities and needs. Consequently, some of the teachers have adjusted and modified their assessment methods to accommodate these factors. It was also found that not all of the teachers seem to have made a paradigm shift required by OBE. This lack of internalised understanding might contribute towards the confusion, insecurity and skepticism reported by some teachers with regards to assessment and inclusive education. Due to the importance of a paradigm shift in OBE and inclusive education, it is strongly recommended that teachers receive the necessary assistance and training that engenders this transition.
AFRIKAANSE OPSOMMING: 'n Uitkomsgebaseerde onderwys (UGO) benadering is in 1998 in Suid-Afrikaanse skole bekendgestel ten einde onderwys in lyn te bring met die demokratiese waardes van die nuwe regering. Die oorgang na UGO was vir menige rolspelers nie 'n maklike proses nie. Veral onderwysers moes hulle filosofie en praktyke rondom onderrig en leer hersien. Hierdie paradigmaskuif, wat 'n vereiste vir UGO is, word in onderwyseropleidingsprograrnme onderskat. Die onlangse toevoeging van 'n inklusiewe onderwys benadering mag moontlik gesien word as 'n natuurlike, geantisipeerde verlenging van die verandering in Suid- Afrikaanse onderwys. Dit word genoem omdat die beginsels en praktyke van inklusiewe onderwys deur UGO en die konstitusie van Suid-Afrika onderskryf en geaktualiseer word. Op grond van hierdie aanname, ondersoek hierdie navorsingsprojek hoe assessering as 'n integrale deel van die onderring en die leerproses kan bydra tot die bevordering van inklusiewe onderwys. Die navorsing is by twee landelike, hoofstroom primêre skole naby Stellenbosch in die Wes- Kaap geloods. Die navorsingsmetodologie is gebaseer op die beginsels en praktyke van kwalitatiewe navorsing, aangesien die studie onderwysers se vertolking van die werklikheid en ervarings van assessering in UGO en inklusiewe onderwys ondersoek. 'n Gevallestudie as navorsingsmetode is gebruik om gedetailleerde, presiese beskrywings en gekontekstualiseerde interpretasies van die betrokke onderwysers se belewenisse te lewer. Deur Creswell (1994) se 'dominant-less dominant design model' as riglyn te gebruik is data van hierdie studie op beide 'n kwalitatiewe en kwantitatiewe navorsingsmetode geproduseer. 'n Vraelys wat geslote- en oop-einde vrae bevat het en self deur alle onderwysers van beide skole voltooi is, is gebruik om die aanvanklike narvorsingsbelange te identifiseer. Kwalitatiewe narvorsingsdata is verkry deur die response wat gelewer is op oop-einde vrae en kwantitatiewe data is geproduseer deur middle van die geslote-einde vrae. Na 'n analise van die data is onderhoude met twee vrywillige onderwysers van beide skole gevoer om meer inligting en duidelikheid te verkry. Die kwalitatiewe en kwantitatiewe data wat geproduseer is, is eers afsonderlik geïnterpreteer en daarna in 'n kruis-gevallestudie analise vergelyk en gekombineer. Hierdie benadering het tot deeglik, deurdagte insigte rakende die navorsingsvraag en die daarstel van kwaliteit navorsing, gelei. Die narvorsingsbevindinge het getoon dat, alhoewel die onderwysers wat betrokke was by die gevallestudies nie 'n verband kon sien tussen assessering en inklusiewe onderwys nie, het hulle assesseringspraktyke en -beginsels wel 'n bydrae gelewer tot die bevordering van inklusiewe onderwys. Die navorsing het bevind dat assessering in UGO die onderwysers aangemoedig het om hulle leerders as individue met unieke vermoëns en behoeftes te sien. Gevolglik het sommige onderwysers aanpassings en veranderings In hulle assesseringsmetodes gemaak om hierdie faktore te akkommodeer. Daar is ook bevind dat nie al die onderwysers die paradigmaskuif wat UGO vereis, gemaak het nie. 'n Onvermoë om die beginsels van UGO te internaliseer mag moontlik bydra tot die verwarring, onsekerheid en skeptisisme oor assessering en inklusiewe onderwys wat deur sommige van die onderwysers gerapporteer is. Weens die belangrikheid van 'n paradigmaskuif in UGO en inklusiewe onderwys, word daar ten sterkste aanbeveel dat onderwysers die nodige ondersteuning en opleiding ontvang om hierdie oorgang te bewerkstellig.

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Sathorar, Heloise Helena. "Assessing entrepreneurship education at secondary schools in the NMBM." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1081.

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Entrepreneurship has emerged over the last two decades as arguably the most potent economic force the world has ever experienced (Kuratko, 2005: 577). Entrepreneurship has become a pressing national priority in South Africa as there are simply not enough existing jobs to absorb the influx of school leavers into the labour market (www.ssaci.org.za). The Global Entrepreneurship Monitor study has consistently highlighted the weaknesses in the education system as a factor limiting entrepreneurial activities in South Africa (Orford, 2004: 26). Entrepreneurship education was introduced into the Further Education and Training curriculum (Grades 10-12) in 2006 as part of an optional subject Business Studies (Horn, 2006: 120). Preliminary evidence suggests widespread problems across the country with the implementation of entrepreneurship education programs in schools (Isaacs, Visser, Friedrich and Brijlal, 2007: 618). The primary objective of this study is to improve entrepreneurship education at secondary school level by investigating how effective the current entrepreneurship education program is in providing school leavers with the entrepreneurial knowledge and skills required to start their own business. The study conducted a literature review to establish global trends of entrepreneurship education. Furthermore, a qualitative case study approach was used, where three schools from Nelson Mandela Bay Municipality was selected for collecting data on the progress of entrepreneurship education in secondary schools. The study found that prescribed content for entrepreneurship education is being taught at secondary schools. However, concerns were identified with the methods used to teach entrepreneurship education as it lacked practical exposure to real life situations. The study found that the way in which entrepreneurship education was taught did not motivate school leavers to start their own business. Therefore, the study recommends that entrepreneurship education should be offered as an independent subject and not as part of another subject. Furthermore, a practical approach should be followed in teaching entrepreneurship education. Finally, commitment and collaborative participation by all stakeholders are required to ensure the success of entrepreneurship education.

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Kuhnert, Annalise. "Exploring the assessment process in an inclusive classroom : a case study." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/97584.

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Thesis (Med) -- Stellenbosch University, 2003.
ENGLISH ABSTRACT: A problem facing many educators in inclusive classrooms is the process of assessment. This study explores the assessment process in an inclusive classroom (that is, classroom-based assessment) and the learners' experience of it. A qualitative research study was done at a private (community) primary school, using a case study approach. A combination of data collection and analysis methods was used. The qualitative nature and context of the study prohibit generalisations and confine findings largely to this study. Assessment is a broad subject touching almost all aspects of education. There have been many influences on assessment practice and the background to assessment was examined to identify these influences and the debates around assessment practice. What emerged was that assessment has many purposes linked mainly to the motivation for doing assessment and assumptions about learning. Essentially the debate centres on the purpose of assessment in education and the need to change the way it is viewed and used. Traditional assessment practice was influenced enormously by intelligence testing and historically its main role has been evaluating learning outcomes for the purpose of certification and selection. This purpose has obscured the role of assessment in facilitating learning. Recent research has indicated its importance in this respect. As our views of learning change, so the need to change our approach to assessment arises. Inclusion also challenges our education practices and the assumptions we make about the learning process. Learning is a complex process that is influenced by many factors including context. Assessment should thus be used in support of learning, rather than just indicating current or past achievement. Many learners especially those experiencing barriers to learning are frustrated with the assessment process, which often discriminates against them. Research shows that assessment is not just about grading and evaluation but also about understanding the individual and the process. Planning an effective education programme should thus include planning effective assessment.
AFRIKAANSE OPSOMMING: Assessering in die inklusiewe klaskamer is 'n bron van bekommernis vir baie opvoeders. Die assesseringsproses in 'n inklusiewe klas en leerders se belewenis daarvan word in hierdie werkstuk ondersoek. 'n Kwalitatiewe navorsingstudie is in 'n privaat (gemeenskap) primêreskool deur middel van 'n gevallestudie gedoen om die assesseringsproses in 'n inklusiewe klas te verken. 'n Saamgestelde aantal dataversamelings- en ontledingsmetodes is gebruik. Die konteks en kwalitatiewe aard van die studie beperk die bevindinge en verhoed dus veralgemenings. Assessering dek 'n breë vakgebied wat heelwat aspekte van opvoeding aanraak. Daar was baie invloede op die assesseringspraktyk, en die agtergrond daarvan, asook die debatte hieromtrent is ondersoek. Wat voorgekom het, is dat daar heelwat redes aangevoer word om assessering te doen, wat meestal gekoppel is aan die motivering vir assessering, en/of vooropgestelde idees rondom die leerproses. Hoofsaaklik draai die debatte om die doel van assessering in opvoeding en die noodsaaklikheid daarvan om die sienswyse en gebruik daarvan te verander. Tradisionele assesseringspraktyke is heelwat deur intelligensietoetsing beïnvloed en was histories behep met evaluering van leeruitkomstes met die hoofdoelop sertifisering en keuring. Dié manier van assessering het die leerproses oorskadu en verduister. Onlangse navorsing dui op die belangrikheid hiervan. Soos ons sienswyse van leer verander, so ook moet ons benadering tot assessering verander. Insluiting bied 'n uitdaging aan ons onderwyspraktyk en ons voorveronderstellinge aangaande die leerproses. Leer is 'n ingewikkelde proses wat deur baie faktore, insluitend konteksverband, beïnvloed word. Assessering moet as ondersteuning vir die leerproses gebruik word en nie net om huidige en vorige prestasie aan te dui nie. Baie leerders, veral dié wat leerhindernisse ondervind, vind die assesseringsproses frustrerend en bevooroordeeld. Navorsing toon dat assessering nie net oor gradering en evaluering gaan nie, maar ook oor 'n begrip van die persoon en proses. Doeltreffende onderrigprogrambeplanning noodsaak dus ook effektiewe assesseringsbeplanning.

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Clark, Karin. "The social worker as facilitator in inclusive education." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/376.

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Hall, Riana. "Die rol van spesiale skole in inklusiewe onderwys." Thesis, Stellenbosch : University of Stellenbosch, 1998. http://hdl.handle.net/10019.1/5483.

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Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 1998.
AFRIKAANSE OPSOMMING: Die tydperk van afwagting op die afkondiging van wetgewing rondom die proses van transformasie, word gekenmerk deur 'n lae onderwysermoraal, besnoeiings in begrotings, oorvol klasse, diverse leerderbehoeftes, sowel as 'n algemene gevoel van onsekerheid oor die toekoms. Teen hierdie agtergrond het die studie gepoog om die insluiting van leerders met spesiale onderwysbehoeftes in hoofstroomonderwys, vanuit spesiale skool-personeel se perspektiefte bepaal. Daar is gebruik gemaak van 'n situasie-analise van die huidige stand van spesiale skole, kommentaar van spesiale skool-personeel oor inklusiewe onderwys in te win, sowel as om onderhoude te voer met belanghebbende rolspelers en kundiges rondom inklusiewe onderwys op nasionale en internasionale gebied. Dit blyk uit die ondersoek dat daar 'n behoefte is aan samewerking tussen spesiale en hoofstroomonderwys. Spesiale skole as deskundige sentrums kan 'n bydrae lewer op die gebied van die assessering van leerstyle en akademiese vaardighede, die bepaling van sosiale en gedragsbehoeftes, sowel as die organisering van die multi-disiplinêre span rondom die leerder se akademiese en nie-akademiese behoeftes. Spesiale skool-personeel kan betrokke raak by die opleiding en ondersteuning van hoofstroomonderwysers in die hantering van leerders met spesiale onderwysbehoeftes en kan as samewerkende konsultante by verskillende onderwyssituasies inskakel, soos byvoorbeeld: • in die hoofstroomskool in die hoofstroomklas; • in 'n hoofstroomskool waar leerders tydelik onttrek word uit die hoofstroomklas; • in die hoofstroomskool in 'n spesiale klas of eenheid; of • in 'n spesiale skool. Ten spyte van bestaande vaardighede en kennis van beide hoofstroom- en spesiale onderwysers, beskik hulle nie oor die nodige samewerkingsvaardighede om kundighede effektief te deel nie. Dit blyk dat spesiale skole as bestaande formele strukture onderwysbehoeftes moet aanspreek en ondersteuning behoort te bied aan leerders, onderwysers, ouers en ander lede van die gemeenskap in die beweging na inklusiewe onderwys in Suid-Afrika.
ENGLISH ABSTRACT: Special education and mainly the continued existence of special schools, is the focal point of the transformation to a system of inclusive education in South Africa. The period pending the promulgation of law regarding the process of transformation, is distinguished by the low morale of teachers, cutbacks on budgets, a large number of learners with diverse needs in mainstream, as well as special classes, and a general feeling of uncertainty pertaining to the future. Against this background, the study seeks to investigate the inclusion of learners with special educational needs in mainstream schools from special school staff's point of view. This study involved a situation analysis of the current stance of special schools, gathering comments from special school staff on inclusive education, as well as having interviews with role-players and experts on inclusive education on national and international domain. The study reveals a need for special and mainstream teachers to collaborate. Special schools as expert centers can be instrumental in assessing learning styles and academic skill levels, identifying social and behavioural needs and organising the multi-disciplinary team around an individualised plan in order to meet both academic and non-academic needs. Special school personnel should be involved with the support and training of mainstream teachers to empower them to deal with learners with special educational needs. Special school personnel can link up as collaborative consultants in various educational settings, such as: • in the mainstream school in the mainstream class; • in the mainstream school where learners are temporarily pulled out of the regular programme; • in the mainstream school in a special class or unit; or • in a special school. Despite existing skills and knowledge of both mainstream and special school teachers, they do have the necessary collaborative skills to effectively share their expertise. This study indicates that special schools, as existing formal structures, have a pivotal role in addressing these needs and supporting learners, teachers, parents and other community members in the movement to inclusive education in South Africa. -

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Mashile, Lauriel. "Challenges in the implementation of inclusive education in full-service primary schools in Thaba Chweu Municipality, Mpumalanga Province." Thesis, University of Limpopo, 2017. http://hdl.handle.net/10386/1961.

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Qoto, Nomonde Monica. "Assessing entrepreneurship education programmes in secondary schools." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1019726.

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The emergence of an entrepreneurial spirit is the most significant economic development in the twenty-first century. Entrepreneurship education was introduced in Grades 10-12 as part of the optional subject Business Studies. There are problems across the country encountered by educators in imparting entrepreneurship skills and knowledge to learners. The integration of entrepreneurial programmes into the education system in secondary schools is a prerequisite to develop the necessary skills to start and run a business successfully. It is the responsibility of the government to ensure that entrepreneurship education is included in the curriculum as a separate subject so as to develop the entrepreneurship skills at secondary school level. The formal employment sector is no longer able to provide jobs for the increasing number of unemployed people. Fewer jobs are available for the economically active population of the South African economy especially the school leavers. The primary objective of this study is to assess the current entrepreneurship education programmes offered at secondary schools in Grade 10-12 levels in Motherwell. The purpose is to learn from global trends and to improve the current entrepreneurship education programmes. A literature review was done to establish global trends and also South African trends concerning entrepreneurship education programmes. A mixed research approach and cluster sampling was used to select the twelve Motherwell senior secondary schools in the Motherwell township of Port Elizabeth. The findings of the study were that strategic skills, operational skills, competitions, labour entrepreneurial skills, management skills, creativity and innovation were taught to a limited extent by educators. The practical exposure of learners was deficient because of the limited involvement of local businesses and organisations. Learners were also not encouraged to operate simulated businesses. The study recommends that the Outcome Based Education, National Curriculum Statement and Curriculum Policy Statement which have been introduced by the Department of Education be followed but adjustments must be made to the iii teaching methods to follow the interactive approach required by entrepreneurship. Policy makers should incorporate comprehensive entrepreneurship education programmes from primary school to secondary school to vocational and university and adult education centres. Finally, entrepreneurship education should be offered as an optional separate subject to all learners and involvement of local businesses and organisations should be encouraged.

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Paulse, Janine. "Sources of occupational stress for teachers, with specific reference to the inclusive education module in the Western Cape." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=init_1706_1180439834.

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The aim of this paper was to identify the sources of stress for teachers involved with inclusive education as well as whether there is a statistically significant difference in stress experienced by teachers based on their biographical details. In this research the focus was on intellectual disability.

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Dyantyi, Vuyo Cedric. "The need for support : analysing discourses of students without barriers on inclusive higher education." Thesis, Bloemfontein : Central University of Technology, Free State, 2009. http://hdl.handle.net/11462/41.

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Thesis (D. Tech.) - Central University of Technology, Free State, 2009
This research analyses the discourses of students without barriers on inclusive higher education. It is assumed that the discursive practices of students without barriers will affect their perception negatively on inclusive education. This leads to the students without barriers’ attitude. As a result the students without barriers believed that upbringing played a role in their discourses. Parental and societal stereotypes blinded them to discourses. Analysing the discourses of students without barriers indicates the need for support in order to go beyond their stereotypes. To confirm these findings, I used qualitative study to conduct my research. The literature is reviewed in Chapter Two to find out what various researchers in previous studies say with regard to the discourses of students without barriers. Six respondents were selected from two different universities, namely the Central University of Technology and the University of the Free State. This was done with the purpose of analysing the discourse of students without barriers to determine if they understood what it means to be supported. The Free Attitude Interview was used as the technique for gathering information from the respondents. The purpose was to find the discourses of students without barriers in an inclusive higher education. This research study used the textually orientated discourse analysis (TODA) as a technique for gathering data. A tape recorder was used as a supplement for information that might be forgotten. The audio recordings were transcribed, verbatim and later interpreted. The spoken word of the respondents was analysed with the aim of disclosing the ideology carried by the respondents. This study is able to conclude that students without barriers felt superior to physically disabled students, as they indicated in their dominant discourses. This implies that students without barriers are positioned with ideology and discourses in so far as their meaning construction of discourses are concerned. Based on the findings, the study recommends an inservice programme to help students without barriers to become aware of their discursive practices. The students without barriers should not allow negative stereotypes and misconception to prevent them from their discourses in inclusive higher education.

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Nkone, Mamakhetha Patricia. "The attitudes of some primary school educators in Mangaung township towards the implementation of inclusive education." Thesis, Bloemfontein : Central University of Technology, Free State, 2008. http://hdl.handle.net/11462/53.

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Van, Staden Shauwn Quinton. "Teaching strategies utilized by non-special education teachers in inclusive further education and training classrooms." Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/1921.

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Dissertation (Magister Educationis(Education Management))--Cape Peninsula University of Technology, 2010
The Policy Document, Education White Paper 6 (Department of Education, 2001) states that all learners irrespective of their barriers to learning and development, have a right to be educated in ordinary schools, together with their peers. The inclusion of learners who are deaf/hearing impaired in mainstream Further Education and Training (FET) classrooms means that these learners are no longer being taught by special educators who are trained to cater for their special needs. In this study the learners are taught in regular classrooms by non-special education subject teachers who have had no formal training in how to teach learners with special needs specifically learners who are deaf/hearing impaired. A qualitative exploratory design with multiple methods for data collection (questionnaires, informal discussions, nonparticipant classroom observations and video footage) was employed in this study. A non-random purposive sampling which consisted of three non-special education subject teachers who teach two learners who are deaf/hearing impaired in the Further Education and Training phase at two mainstream educational institutions participated in the research. The aim of this study was to explore the kind of strategies these teachers use when they mediate learning in classrooms where there are deaf/hearing impaired learners. The study has indicated that while the educators might express a lack of confidence in their abilities, they do cater for the needs of deaf/hearing impaired learners who experience barriers to learning albeit in different ways.

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Davidson, Michael R. "Domino Servite School: an evaluative case study of a private Christian secondary school in rural Natal." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003382.

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Domino Servite School (DSS) is a private school, founded in 1986, and situated on KwaSizabantu (KSB) mission station in the Natal midlands. This research into DSS is a case study which aims to present an illuminative evaluation in the Whole School genre, within that branch of educational research concerned with effective schools. The project aimed to make use of a compatibility paradigm accommodating nomothetic and anthropological data. In attempting triangulation of methodological approaches, it tried to establish the extent to which DSS may be considered an efficient and effective 'New Private' school. It also aimed to understand the school's raison d'ětre. In order to illuminate the relevance and social processes of DSS, evaluation made use of internal and external referents. The internal investigation sought to make judgements in reference to the efficiency of the school as an organisation. On the macro-level, whole school evaluation required extensive curriculum evaluation. On the micro-level, appraisal of teaching and assessment of pupil performance was undertaken. This internal investigation required a critical analysis of the school's formal, informal and hidden curriculum. The external evaluation sought to make judgement in reference to the effectiveness of DSS. On the macro-level, this required evaluation of the findings of the internal investigation in terms of a broader South African context. Implications, for example of the school's 'private' status, and its 'Christian' curriculum in respect of multi-culturalism, education for nationhood , and ethnicity were examined. The analysis of these dimensions paid attention to the school's spatial context in terms of both its 'rural' and missionary setting. Here the focus was on the school's formal curriculum. Analysis of the inter-relational context paid attention to its informal curriculum or the way in which the school deals with the commonality and diversity of its clientele and staff. The inter-relational context of the school examined the hidden curriculum, or the relationship between the school and the broader South African Community. A critical ethnographic account of this institution was therefore possible because of the dual focus on the internal and external evaluation reference points. Internal evaluation made extensive use of direct (non-participant) observation, structured and nonstructured interviews, questionnaires, and documentary analysis. Indirect (participant) observation, in particular Clinical Supervision (CS), was also used. Indirect (non-participant) observation made extensive use of Flanders' Interaction Analysis Categories (FIAC). Teacher self-evaluation was also included, while analysis of pupil performance made use of 'standardised' achievement testing and a tracer study. External evaluation required detailed study of local and international literature on issues relating to private schooling, rural and multi-cultural education, education for nationhood and ethnicity. The research found that much of the school's curriculum path is incongruous with its rural context largely because of its association with the former Department of Education and Training (DET), and because of its missionary heritage. As such the school is presently (1) located within a questionable (formal) curriculum tradition which has little relevance to, nor potential for, the transformational needs of either rural Natal or South Africa in general. However, this does not preclude the possibility of the school making a contribution to education for development in South Africa. (2) The school advocates a mono-cultural Christian value system and modified cultural pluralism which attempts to assimilate pupils from diverse socio-economic and ideologically homogeneous backgrounds. Multi-cultural education, plural values, religious and values democracy are therefore not part of the school's raison d'ětre. (3) The school, through its associated organisation Christians for Truth (CFT), represents a social view espousing either a modified cultural pluralism or multi-nationalism which allows for allegiance to a transcendent value system without compromising group. values and associations. This means that the school aims at assimilating or amalgamating diversity into a mono-cultural unity that transcends group identity. This transcendent culture is defined in Christian terms. The study recommends inter alia, further investigation into the educational implications of_values neutrality and the particularism of secular humanism; a comparative analysis of a random sample of private missionary schools and ordinary state controlled rural schools so that more generalisable results might be obtained; and a more thorough investigation into the parental and pupil contributions to the school, their attitudes and perspectives on missionary education and their feelings about the management styles evident in the organisation.

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De, Jager Marina, and Johanna Geldenhuys. "Introducing and intervention programme for grade 2 Afrikaans home language learners with reading, comprehension and phonics barriers." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/6801.

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This research study was aimed at the Grade 2 Afrikaans Home Language learners who encounter reading, comprehension and phonics barriers in an inclusive classroom. The Grade 2 Curriculum and Assessment Policy Statement (CAPS) Home Language curriculum and pass requirements that the learners have to master in the mainstream, was a major concern. Consequently, seventy per cent of the Grade 2 Afrikaans learners have already failed Grade 1 or 2; and some seemed to be borderline cases; as their pace of development was so slow. The intervention programme was implemented intensively outside normal school hours, through qualitative and quantitative data collection, known as the multi-method. The research approaches were conducted through action research and case-study research. Bronfenbrenner’s model indicated that intrinsic and extrinsic factors cannot be disregarded in the learner’s holistic development; therefore, parent involvement was vital during the research study. As the Individual Learner Support Team (ILST) coordinator at the research school, I have experienced the despair and perplexity of the teachers, when dealing with teaching challenges; but also, that of the learners, who face barriers to learning. A sample of six learners was identified; and one parent in each household was active during the study. The parent’s responses varied from limited to worthy feedback throughout the intervention programme. The learners’ responses were observed during the intervention programme, the classroom situation; and their perceptions during the semi-structured interviews were recorded. The intervention programme links with the Screening, Identification, Assessment and Support of SIAS process; and it involved the assistance of a remedial expert by applying remedial education, without psychometric tests. The findings revealed that the learner must be intrinsically motivated to co-operate fully. And this relates to both intrinsic and extrinsic influences. Recommendations are offered to the various stakeholders, who are directly or indirectly engaged in the learner’s scholastic development, to ensure corrective and supportive measures, which are conducive to learning.

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Westraad, Susan Fiona. "An investigation of the key mechanisms that promote whole school development in a secondary school pilot project context." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003291.

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Providing relevant and quality schooling for all South African learners is the paramount goal of the South African National Department of Education. South Africa 's historical and current socio-economic contexts provide many challenges for both the Department of Education and schools in this endeavour to provide quality teaching and learning. These challenges impact directly and indirectly on what happens in the classroom. Since 1994 a plethora of education and training policy has been introduced in South Africa to redress historical imbalances; to introduce a new education and training framework and approach; and to provide guidelines, principles and procedures for addressing some of the challenges that impact on schools. The National Whole School Evaluation Policy provides the legislative framework for the establishment of a quality assurance process in South African schools based on accountability and support. The subsequent Integrated Quality Management System attempts to provide a framework for integrating school evaluation and performance measurement. Policy frameworks are in place to guide quality assurance and school improvement, however, the reality of implementing this at a grass roots level is particularly challenging. The General Motors (GM) South Africa Foundation, a non-governmental development organisation, established by General Motors (GM) South Africa, commenced with the piloting the Learning Schools Initiative to investigate some of the challenges of whole school development and evaluation. This research documents the Learning Schools Initiative's intervention with the initial two pilot secondary schools situated in Port Elizabeth (Nelson Mandela Bay) over a four-year period. It reviews the relevant school reform and school development literature and adopts a critical realist evaluative research approach to investigate the key mechanisms that promote whole school development and change in this context. In keeping with this approach, the results of the research are analysed and discussed within a context-menchanism-outcome configuration that involves the identification of the key mechanisms that bring about desired outcome/s in a specific context. Seven key generative mechanisms are identified as critical at a school and classroom level (i) school culture, (ii) school structures, (iii) effective leadership and management, (iv) personal growth and meaning, (v) restoration of relationships, (vi) professional development of educators, and development of capacity to work together, and (vii) support and accountability. The need to structure school development interventions around the triggering of identified key mechanisms is also identified as an important overarching mechanism. Suggestions are made for further research required to facilitate a deeper understanding of how to bring about meaningful change that results in quality teaching and learning in South African schools.

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Njambatwa, Mluleki. "Teenage fathers as learners in a Butterworth Secondary School: implications for sex education." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006294.

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Teenage pregnancy is one of the social and health problems in many communities of South Africa and is escalating (Richter, 2005). Teenage pregnancy is also a global health problem as it affects the whole world and has been a concern to health workers like medical doctors, nurses, community developers, educators and parents (Maholo, 2009). In addition, the risk of dropping out of school due to pregnancy is considerable to teenagers as it results in a lack of qualifications and future unemployment.The purpose of this study was to determine the perceptions and experience of teenage fathers who are both learners and fathers and their views on the effects of teenage pregnancy. Furthermore, this investigation was undertaken to investigate the implications of teenage fathers‘ experiences on sex education. This study followed qualitative research approach as it is based on male teenage pregnancy which is a real consequence of teenagers engaging in sexual activities (Silverman, 2006). In this study the data collected through in depth interviews and personal journals were analyzed.This study revealed that all the teenage fathers interviewed were not happy that they were teenage fathers instead they were disappointed, shocked, and regretful and did not believe that they could become fathers at their respective ages. They also regretted themselves for becoming teenage fathers as it delays them in their studies. They have been taught about sex education at school in a learning area called life orientation so they do not blame school but themselves for their actions.

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Meltz, Adrienne. "The understanding and practice of inclusive education in a Jewish community school in South Africa." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/32467.

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This qualitative study, pursued within a one–site case study, explores the understanding and implementation of inclusive education in an independent Jewish community school in Johannesburg, South Africa nineteen years post democracy. It analyses the phenomenon of inclusion in a school with a community ethos of care and belonging whose context is by definition exclusionary on grounds of a particular social category, religion. Because of its exclusionary agenda the school can be paradoxically positioned as inclusive on grounds of strong communal values. The school however, struggles with difference and diversity of a certain kind, despite its purportedly strong communal spirit and strong religious culture. This study set out to probe how stakeholders understood inclusive education in an attempt to explain how this influenced their practice of inclusive education. Lewin’s theory of Planned Change and four belief systems were utilized to examine the understanding and practice of stakeholders at the school. The study suggested that the four belief systems influenced the way in which inclusive education was both understood and practised in this school. The study argued for the recognition of the importance of different belief systems in the implementation of inclusion in South Africa. The main research question which guided the study was: How has inclusive education policy been implemented in a mono-cultural community school in South Africa, with the three sub–questions being: 1. How do the various school stakeholders understand the concept of inclusion and what are their attitudes towards inclusion? 2. How is inclusive education managed at class, school and community level? 3. To what extent do their attitudes and understandings influence their practice of inclusive education? It was conducted within an interpretative/constructivist research paradigm and utilized a case study design. It relied on qualitative methods of data generation such as insider interviews, personal accounts and document analysis. The participants were drawn from four stakeholder groups, namely, teachers, parents, middle managers and top managers. The descriptions of the stakeholders’ understandings that emerged in this study highlighted how belief systems determined the action towards inclusive education and how despite the school being a community school, the community discourse did not prevail in the actions towards inclusive education, it was the individual beliefs which vied for dominance which determined inclusive action. This resulted in a qualified and fragmented inclusion and in some cases exclusion. The findings were linked to Lewin’s planned approach to change including field theoretical and group dynamic theories. The study concluded that the four belief systems influenced the way in which inclusive education was both understood and practised in this school and the study argued for the recognition of the importance of different belief systems in the implementation of inclusion in South Africa.
Thesis (PhD)--University of Pretoria, 2013.
am2013
Education Management and Policy Studies
unrestricted

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De, Winnaar Mariska. "Good in theory but not in practice : exploring perspectives on inclusive education." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85706.

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Thesis (MA)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: The introduction of inclusive education in the South African educational system may be seen as one of the first steps to promote equality and human rights in post-apartheid South Africa. With the implementation of inclusive education, education became less segregated and fragmented, with the aim of ensuring equal learning opportunities for all children, including those with disabilities. The main driving force of inclusive education in South Africa is the Education White Paper 6 on Special Needs Education: Building an inclusive education and training system published in 2001. The aim of this study was to understand inclusive education from the perspectives of those who are charged with the implementation thereof. Classroom educators (teachers) together with district-based support teams are seen as the primary resource for achieving the goal of an inclusive education and training system. This study focused on the perspectives of teachers from one primary and one secondary school in one education district (Education District A) and District-based support team members from another education district (Education District B) in the Western Cape. The study takes on a social constructionist paradigm and illustrates how our understanding and conceptualisation of disability have changed overtime. A social constructionist paradigm highlights the way in which disability is a socially constructed and how it changes according to our understanding thereof. The different models of disability and the role of education was also a main focus of this study. A qualitative research design was used, with purposive and opportunity sampling being applied. Data was gathered using focus groups and in-depth semi-structured interviews and was analysed using thematic analysis. The key findings of this study showed that the teachers and district-based support team members believe that inclusive education can be successful in South Africa provided that changes are made in how it is currently conceptualised and implemented. The teachers have a very different perspective on inclusive education from the support team members. The teachers believe that the success of inclusive education can only be ensured if barriers to teaching are prevented or eradicated, while the support team members believe the success of inclusive education depends on the identification and prevention of barriers to learning. Both groups do however believe that inclusive education is a very good ideal to strive towards but that it has not yet been achieved and that the inclusion and education of all learners are of great importance.
AFRIKAANSE OPSOMMING: Die bekendstelling van inklusiewe onderwys in die Suid-Afrikaanse onderwysstelsel kan gesien word as een van die eerste stappe om gelykheid en menseregte in post-apartheid Suid-Afrika te bevorder. Met die implementering van inklusiewe onderwys het die onderwysstelsel meer toeganklik en minder gefragmenteerd geword. Die doel van inklusiewe onderwys is om te verseker dat alle kinders, ook dié met gestremdhede, gelyke leergeleenthede kry. Die belangrikste dryfkrag agter inklusiewe onderwys in Suid-Afrika is die Onderwys Witskrif 6 oor Spesiale Onderwys: Die bou van 'n inklusiewe onderwys-en opleidingstelsel wat in 2001 gepubliseer is. Die doel van hierdie studie was om inklusiewe onderwys vanuit die perspektiewe van diegene wat dit moet implementeer te verstaan. Klaskamer opvoeders (onderwysers) asook distrikgebaseerde kringondersteuningspanne word gesien as die primêre bronne vir die bereiking van 'n inklusiewe onderwys-en opleidingstelsel. Hierdie studie het op die perspektiewe van onderwysers, van een primêre en een sekondêre skool in een onderwysdistrik (Onderwysdistrik A), en kringondersteuningspanlede, van ŉ tweede onderwysdistrik (Onderwysdistrik B), in die Wes-Kaap gefokus. Die studie neem 'n sosiale konstruktivistiese paradigma aan en illustreer hoe ons begrip en definiëring van gestremdheid oor tyd verander het. 'n Sosiale konstruktivistiese paradigma beklemtoon die manier waarop gestremdheid sosiaal gekonstrueer is en hoe dit verander volgens hoe ons begrip daarvan verander. Die verskillende modelle van gestremdheid en die rol van onderwys was ook 'n hooffokus van hierdie studie. 'n Kwalitatiewe navorsingsontwerp is gebruik, doelgerigte steekproefneming en geleentheid-steekproefneming was toegepas om die deelnemers te kies. Data is ingesamel deur middel van fokusgroepe en in-diepte semigestruktureerde onderhoude en is ontleed deur gebruik te maak van tematiese analise. Die belangrikste bevindings van hierdie studie was dat die onderwysers en distrikgebaseerde kringondersteuningspanlede van mening is dat inklusiewe onderwys slegs in Suid-Afrika suksesvol kan wees mits daar veranderinge gemaak word in hoe ons dit tans konseptualiseer en implementeer. Die onderwysers se perspektief van inklusiewe onderwys verskil heelwat van die perspektiewe van die kringondersteuningspanlede. Die onderwysers is van mening dat van inklusiewe onderwys slegs verseker sal wees indien hindernisse wat onderrig verhoed, voorkom of uitgewis word. Kringondersteuningspanlede is weer van mening die sukses van inklusiewe onderwys afhang van die identifisering en voorkoming van hindernisse van leer. Beide groepe is egter van mening dat inklusiewe onderwys 'n baie goeie ideaal is om na te streef, maar dat dit nog nie bereik is nie, ook dat die insluiting en opvoeding van alle leerders van groot belang is.

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Govender, Vasuthavan Gopaul. "The need for a multicultural approach to mathematics curriculum design for the senior secondary school phase: a case study conducted at the Woolhope Secondary School, Port Elizabeth." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003559.

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Multicultural countries such as England have recognised the need to multiculturalise their mathematics curricula to cater for the needs of all ethnic/cultural groups, to encourage racial harmony and have pupils of a specific culture learn about, and accord respect to, another culture (Duncan, 1986;Dyson, 1986; Gilbert, 1984). However, in South Africa, a multicultural country with its large Black majority, such an approach has not been given the necessary attention. Laridon (1990) has criticised the way in which curriculum development in mathematics is conducted in South Africa. He describes it as a "top-down" approach and based on input from non-representative samples of teachers and not taking into account the needs of all cultural groups in South Africa. He criticises the manner in which topics are added to or removed from the syllabus and calls this "syllabus tinkering". With a number of, mostly English medium, schools opening their doors to all races, it is possible that certain cultural groups are at a disadvantage when compared with others if modifications to the syllabus, to accommodate their needs, are not made. This study is a small scale case-study, conducted at Woolhope Secondary, a predominantly Indian school, but with a significant number of Black pupils (approximately 25%). The study focusses on the need for a multicultural approach to mathematics curriculum design. The views of the senior mathematics pupils and mathematics teachers are considered in this regard, and together with the relevant literature, broad guidelines for a multicultural mathematics curriculum design in South Africa are suggested.

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Raghavan, Prasannakumary. "Social constructivist mathematics education in a Ciskeian secondary school classroom." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003652.

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The researcher's experience as a high school mathematics teacher in several African countries convinced her that a good number of mathematics learners exhibit serious difficulties in conceptualising mathematics properly. Her experience in teaching the subject in the Ciskei since 1990 reinforced this conviction. The researcher's natural curiosity to probe into the causes of the poor state of mathematics education in the region served as the springboard into her investigation. Her thoughts developed in line with the emerging educational theories of social constructivism. This provided a conceptual framework for the solution of the problem, the feasibility of which was put to test practically in a Ciskeian classroom. She explicates that the difficulties experienced by the pupils in conceptualising mathematics are philosophically deep rooted and latent in the present system of mathematics education itself, which, in Ciskei, impedes the learners' conceptualisation owing to numerous problems related to their linguistic and cultural situatedness. In the analysis of the present system of mathematics education in the Ciskei she reviews a few recently published mathematics text books in the context of the topics chosen for her research study. The results of her classroom investigation establish that a possible solution to the problem lies in the social constructivist teaching approaches.

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Barnes, Bronwyn. "Teachers’ perceptions and understanding of diversity and inclusive education : a case study." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6482.

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Thesis (MEdPsych)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: The aim of this study was to investigate the perceptions and understandings of diversity and inclusive education held by teachers at one South African school. Since 1994, the South African education system has undergone many policy changes. An inclusive education system is consistent with the principles underlying the current democratic dispensation in South Africa. In this research, the researcher aimed to identify and describe the perceptions and understandings of the teachers at the school hold regarding diversity and inclusive education. Elements of school culture, such as values, practices and procedures were looked at in detail. The paradigm worked from in this research is the interpretive constructivist paradigm. The strategy was inductive, the outcomes descriptive and the meaning mediated through the researcher as instrument. This paradigm accounts for multiple realities and highlights the importance of context. A qualitative descriptive case study was done with the aim to describe the phenomena accurately. Bronfenbrenner‟s bioecological model provided a theoretical framework for this study. This theoretical standpoint has great relevance for emphasising the interaction between the development of an individual and the systems within an individual's social context. A purposive sampling strategy was adopted and individual, semi-structured interviews were conducted with teachers who participated in the study. Interpretive analysis was done on the transcriptions of the interviews by making use of the constant comparative method of analysis. Coding and inducing of categories and themes helped the researcher engage with and make sense of the data that was generated. The key findings of this study showed that the teachers working at School A have a good understanding and sense of what diversity and inclusive education entails. Their attitudes are generally positive and they embrace diversity and see inclusive education as having many advantages. The teachers feel well-supported in their school environment and display a sense of belonging among the staff. The shared value system of the school is one of acceptance, respect and embracing difference and diversity. There is a culture in the school that encourages the uniqueness of each learner and each child is seen as having potential and subsequently supported in their quest to reach their own unique potential. There are also elements within the school's functioning that require attention, for example, there are two classes of „special education‟ learners that are not entirely included in the regular classes. But, even though there are still elements that need to be addressed and refined within School A – this school is working hard to approach diversity in such a way that creates an environment in which inclusive ideals and practices can continue to grow and develop.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om ondersoek in te stel na die wyses waarop onderwysers by een bepaalde Suid-Afrikaanse skool diversiteit benader en dit hanteer. Sedert 1994 het die Suid-Afrikaanse onderwysstelsel etlike beleidsveranderinge ondergaan. 'n Inklusiewe onderwysstelsel is in pas met die onderliggende beginsels van die huidige demokratiese bedeling in Suid- Afrika. In hierdie ondersoek het die navorser daarna gestreef om vas te stel watter persepsies en begrip van diversiteit en inklusiewe onderwys by die onderwysers van 'n betrokke skool bestaan. Elemente van die skoolkultuur, soos waardes, praktyke en prosedures, is in besonderhede bestudeer. Daar is met hierdie navorsing vanuit 'n interpretatiewe paradigma vertrek. Die strategie was induktief, die uitkomste deskriptief, en betekenis is gemedieer deur die navorser as instrument. Hierdie paradigma erken meervoudige werklikhede en belig die belangrikheid van die konteks. 'n Kwalitatiewe beskrywende gevallestudie is onderneem, met die doel om die verskynsels akkuraat te beskryf. Bronfenbrenner se bio-ekologiese model het 'n teoretiese raamwerk vir hierdie studie verskaf. Hierdie teoretiese standpunt is besonder relevant vir die beklemtoning van interaksie tussen die individu se ontwikkeling en die stelsels binne 'n individu se sosiale konteks. Die deelnemers is doelbewus gekies en individuele, semigestruktureerde onderhoude is gevoer met onderwysers wat aan die studie deelgeneem het. Die konstante vergelykende metode van analisie is gebruik on die data te analiseer. Die kodering en indusering van kategorieë en temas het die navorser gehelp om die data wat gegenereer is, te hanteer en sinvol te interpreteer. Die sleutelbevindinge van hierdie studie het getoon dat die onderwysers wat aan Skool A verbonde is 'n goeie begrip en aanvoeling het vir wat diversiteit en inklusiewe onderrig behels. Hulle instelling is oor die algemeen positief; hulle verwelkom diversiteit en beskou inklusiewe onderrig as 'n stelsel wat vele voordele bied. Die onderwysers voel dat hul skoolomgewing hulle goed ondersteun en dit blyk dat die personeel 'n onderlinge samehorigheid ervaar. Die gemeenskaplike waardestelsel van die skool is dié van aanvaarding, respek en die viering van verskille en diversiteit. Daar heers 'n skoolkultuur wat die uniekheid van elke leerder aanmoedig; elke kind word gesien as iemand met potensiaal en elkeen word gevolglik ondersteun in 'n poging om hul eie, unieke potensiaal te verwesenlik. Daar is egter ook elemente binne die skool se funksionering wat aandag verg, byvoorbeeld die twee klasse vir „spesiale-onderrig‟-leerders wat nie ten volle in die gewone klasse opgeneem word nie. Maar, hoewel daar in Skool A steeds aspekte is wat aangespreek en verfyn moet word, werk hierdie skool hard om diversiteit op so 'n wyse te benader dat dit 'n omgewing skep waarin inklusiewe ideale en praktyke voortaan kan groei en ontwikkel.

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Nongubo, Mphuthumi J. "An investigation into perceptions of learner participation in the governance of secondary schools." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1015747.

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The question of learner participation or involvement in school governance has been a thorny issue in South Africa for decades. This study investigated secondary learners’ participation in the governance of their schools through representation by the Representative Council of Learners (RCLs), formerly known as school representative councils (SRCs). The study attempted to find out how learners participation is perceived by both the RCLs and the School Management Teams (SMTs). The study was conducted in five secondary schools in the Eastern Cape townships of Grahamstown. The research participants were members of School Management Teams and Representative Councils of Learners from these schools. The study was oriented in an interpretive paradigm following a qualitative approach. Questionnaires and in-depth semi-structured interviews were used to explore the perceptions of the two groups involved. The Department of Education documents that sanction RCL participation were referred to throughout and especially when analysing the respondents’ views. The main finding of the study is that learner involvement in school governance is still problematic, though it is presently provided for by policies that govern schools, including the South African Schools Act and the Guides for Representative Councils of Learners of 1999, in which their roles are outlined. The findings of the study reveal an indecisive and autocratic mindset among educators regarding the issue of learner involvement in governance and management. Furthermore, the Department of Education documents in place betray a narrow conception of RCL participation in school governance and still display an element of mistrust towards the learners concerning their roles in governance. As a result of these forces, the democratic potential of learner participation is undermined, and RCLs compromised as legitimate stakeholders.

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Warren, Samantha. "A best practice case of a school-based support team in an inclusive LSEN secondary school." Thesis, 2012. http://hdl.handle.net/10210/5037.

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M.Ed.
With the changes in the „new South Africa‟ came a change of approach in the curriculum from content-based to outcome-based, with the movement to develop inclusive education. This was necessary to accommodate a diverse range of learning needs. This required teachers to adopt a new form of teaching and a new way of thinking for which many teachers were not prepared or trained for. With this movement came the need for school-based support teams (SBST) to assist teachers to cope with the new paradigm. The focus of this paper was to study a best practice case of a school-based support team in an inclusive LSEN (Learners with Special Educational Needs) secondary school. According to White Paper 6 the key function for any SBST is to support all the learners, educators within the school environment to ensure that the full range of learning needs is met. The aim of this study was to improve the understanding of the functioning of a SBST in an LSEN environment. A case study design was chosen as it allowed for an in depth investigation into the functioning of a „supposedly best practice‟ school-based support team within an inclusive LSEN Secondary school context. One LSEN school was used in the research as it was seen by surrounding schools as a „supposedly best practice‟ SBST. Focus group interviews were conducted with school-based support team members, SBST documentation collected, SBST meetings were observed (field notes made) and document analysis was undertaken.

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Serakalala, M. M. "The state of readiness in the implementation of inclusive education in Nzhelele West Circuit Secondary." Diss., 2018. http://hdl.handle.net/11602/1186.

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MEd (Educational Management)
Department of Educational Management
This study set out to investigate the state of readiness for the implementation of inclusive education in Nzhelele West circuit secondary schools in Vhembe district. The aim of the study was to explore the state of secondary schools’ readiness in the implementation of inclusive education and suggests strategies that can contribute to the effective implementation thereof. The study is qualitative in nature and the focus of the study was Grade 8. Purposive sampling was used to select ten participants which include five principals and five Grade 8 teachers. Interviews and observations were used as data collection tools. The data were analysed using thematic analysis. The study findings revealed that the participants were aware of the importance of implementing inclusive education in secondary schools. The participants explained their roles towards the effective implementation of inclusive education. However, the study identified various challenges facing the teachers in effectively implementing inclusive education such as physical challenges, lack of support services and impracticable policies. The study further provided solutions to the challenges of implementing inclusive education in secondary schools.
NRF

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Skrebneva, Iliana Viktorovna. "Guidelines to curriculum adaptations to support deaf learners in inclusive secondary schools." Thesis, 2015. http://hdl.handle.net/10500/19838.

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South Africa has recently made a significant move towards support for deaf learners in inclusive education settings. Educators in inclusive classrooms are considered primary resources for the development of the strengths and competencies of these learners. Successful inclusion of deaf learners often depends on the skills of classroom educators. Nevertheless, educators often have little or no knowledge regarding support for deaf learners in inclusive classrooms. The experiences of deaf learners were investigated in order to understand the unique needs of these learners. The aim of the research was to add bottom-up approaches to the range of curriculum adaptations necessary to support deaf high school learners within inclusive education in South Africa. A mixed methods approach was employed, using both quantitative and qualitative approaches in a triangulation research design. The findings that emanated from the quantitative research served to complement the findings from the qualitative study. The results of the empirical study were supported by the literature review to formulate practical guidelines for assisting educators to accommodate the curriculum in order to support deaf learners. These guidelines might enable educators to respond positively to the needs of deaf learners and ensure that their inclusion in the regular school is successful.
Inclusive Education
D. Ed. (Inclusive Education)

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Malahlela, Moyagabo Kate. "Educators’ perceptions of the implementation of inclusive education in Polokwane mainstream secondary schools, Limpopo Province, South Africa." Thesis, 2017. http://hdl.handle.net/10500/24436.

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The study sought to investigate educators’ perceptions of the implementation of Inclusive Education in mainstream secondary schools around Polokwane, Limpopo Province of South Africa. The approach to the study was qualitative, guided by an interpretivist paradigm. A purposefully selected sample of 20 teachers from 10 purposively selected mainstream secondary schools in Polokwane participated in this study. Instruments for data collection comprised in-depth interviews, corroborated by non-participant field observations to verify the implementation of Inclusive Education in mainstream secondary schools. Content analysis was employed to analyse the data with the aim of coming up with themes and subthemes. The study revealed that the educators had the passion and willingness to implement Inclusive Education. The educators further perceived Inclusive Education as needful. The implementation of Inclusive Education was perceived as being effective to a lesser extent. The educators perceived the implementation of Inclusive Education as being negatively affected by their inadequate training, school environments which were unfit to accommodate learners with disabilities, the lack of facilities and equipment and higher learner enrolments in mainstream classrooms. Gender was seen to affect the educators’ confidence in handling learners with disabilities and their ability to identify such learners. The study recommends the continued professional development and training of educators in the area of Inclusive Education, regular support and monitoring of Inclusive Education activities in mainstream schools by the DBE, provision of relevant resources and facilities in mainstream schools for the implementation of Inclusive Education, and additional support to educators to enhance their confidence in handling learners with barriers to learning and development. Finally, a model for the improvement of the implementation of Inclusive Education in mainstream schools is proposed.
Inclusive Education
D. Ed. (Inclusive Education)

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Mushambi, Charles. "Understanding bullying in three inclusive secondary schools in Johannesburg : a wellness perspective." Diss., 2016. http://hdl.handle.net/10500/26474.

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This research is about bullying in schools. The aim of the study was to investigate how the problem of bullying is understood in schools, its causes, types, effects, general patterns and strategies to curb this bullying problem in schools derived from the bioecological theory, through interviewing teachers, learners and principals at secondary school level. Qualitative approach and a case study were used. This qualitative research was conducted at three inclusive secondary schools in Johannesburg North District in Gauteng province in South Africa through engaging eighteen learners in Grade Eleven and Twelve in focus groups. One focus group composed of six learners was conducted at each of three participating schools. Nine teachers, three from each of the three participating schools were involved in semi- structured interviews to solicit data on how they understand bullying, its causes, types, effects, general patterns and ways of addressing bullying in schools. Three principals, one from each of the selected schools also participated in this study. All the participants participated in this research through invitation to voluntary participation after being made aware of the purposes of the study by the researcher. Thus, a purposive sample of three principals, nine teachers and eighteen learners was used by the researcher. Semi- structured interviews and focus group interviews were used as research instruments in this study. Teachers and principals were engaged in semi- structured interviews and learners were involved in focus group interviews. The bio- ecological theory and the wellness theory were used as theoretical frameworks in this research to understand bullying, its causes, types, effects and general patterns, so as to come up with strategies to address bullying that target the learners’ social contexts rather than the learners themselves as is with the case with the psychological model. Before conducting this research, the researcher obtained ethics clearance from the University of South Africa’s ethics committee, clearance was also obtained from Gauteng Department of, clearance from Johannesburg North District as well as acceptance letters from participating inclusive secondary schools. The researcher also obtained assent from the eighteen Grade eleven and twelve learners who participated in this study. Assent was also obtained from parents of learners who participated in this research. Consent was also obtained from the nine teachers and three principals who participated in this research. After conducting focus group discussions and semi- structured interviews with teachers and principals, the researcher transcribed data verbatim for the purposes of analysing it. After transcribing data, it was colour coded, then categorised and categories were further fused into themes which were discussed in chapter five in relation to literature reviewed in chapter two. Some interesting findings were discovered in this research. Lack of resources, violence and violent video games were found to be causes of bullying in schools. ‘Gangsterism’ and peer influence were said to be general patterns of bullying in schools. Low academic performance and absenteeism were said to be effects of bullying in schools. Physical bullying, verbal bullying, emotional bullying, social bullying, sexual bullying, teacher- learner bullying, learner to learner bullying, gender based bullying and cyber bullying were said to be some types of bullying prevalent in schools. Working with various stakeholders in education such as organisations like Love Life, S.E.N.C.A, South African Police Services and Community Based Youth Centres as well as other professionals like social workers, psychologists and specialist teachers was found to be helpful address bullying in schools. Findings also indicated that involving parents and community leaders in school activities assist to address bullying in schools. Installing cameras and suggestion boxes, reporting all forms of bullying installing cameras, bullying awareness campaigns, training staff and having bullying lessons in the school timetable were mentioned effective methods of eradicating all forms of bullying in all schools. However, the study recommends that, teachers and principals be staff developed on issues related to how bullying is understood in schools in relation to its causes, types, effects, general patterns and strategies to stop it in school.
Inclusive Education
M. Ed. (Inclusive education)

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Groenewald, Sonja. "'n Onderwysersopleidingsprogram om struikelblokke tot leer in Rekeningkunde te oorkom." Diss., 2004. http://hdl.handle.net/10500/1748.

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Text in Afrikaans
Die konsepdokument van die National Curriculum Statement (2003) van die Onderwysdepartement in Suid-Afrika staan 'n inklusiewe benadering voor met verwysing na gehalte-onderwys vir alle leerders, en maak sodoende voorsiening vir die diversiteit van leerders. Die National Curriculum Statement stel dit (vir die eerste keer in Suid-Afrika) onomwonde dat die nuwe Nasionale Kurrikulum voorsiening sal maak vir alle leerders met struikelblokke tot leer (StL) in teenstelling met hulle uitsluiting in die verlede van gewone onderwys of hoofstroming by verstek. Beperkte navorsing het aan die lig gebring dat onderwysers opleiding benodig om die verskeidenheid struikelblokke te hanteer wat leerders moontlik kan he. Die navorser het die weg gebaan vir die opleiding van onderwysers en leerders om StL te akkommodeerdeurditas deel van die leerondersteuningsmateriaal in te sluit. Die vertrekpunt van die opleidingsprogram is dat elke mens in 'n sekere mate struikelblokke het om te oorkom en dat die opvoedkundige gemeenskap elkeen van daardie gemeenskap kan insluit en versorg.
The draft document of the National Curriculum Statement (2003) of the Department of Education in South Africa promotes an inclusive approach regarding the quality education of all learners, thus including provision for diversities of learners. The National Curriculum Statement states explicitly (for the first time in South Africa) that the new National Curriculum will provide for all learners with barriers to learning (BtL) as opposed to their previous exclusion from ordinary education or mainstreaming by default. Limited research - has shown that teachers need training to deal with the variety of barriers that learners may exhibit. The researcher pioneered the concept of including the training of teachers and learners to accommodate BtL as part of the learning support material. The training programme's point of departure is the view that, to some extent, every person has certain barriers to overcome, and that the educational community can include and care for each and every member of that community.
Educational Studies
M.Ed. (Inclusive Education)

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Blumenthal, Nicole. "An ecosystemic approach to assessing barriers to learning : A case study in a South African public secondary school." Thesis, 2008. http://hdl.handle.net/10539/5852.

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Recent legislation in South Africa has changed education considerably, particularly in the move towards inclusive education. Previous educational provision in South Africa, as in many countries, assigned many learners with learning difficulties to segregated settings. Such placements tended to be based on the psycho-medical, intelligence-testing model of identifying learning difficulties. Much research has queried the effectiveness of this approach. However, as no alternative model has been researched, it was decided to research the effectiveness of using an ecosystemic approach in conjunction with a collaborative consultancy model as a method for identifying learning needs in high school learners in a South African public secondary school. Various methods of qualitative data collection were used during the intervention, and comparative analysis was employed to analyse the data. The findings of this study suggest that an ecosystemic approach used together with a collaborative consultancy approach to identify and understand learning diversity is a viable process in inclusive education contexts. However, it is acknowledged that a considerable body of research needs to be achieved before this finding can be considered conclusive. In addition, certain constraints to using this approach were acknowledged, and these include the time, expertise and money needed to facilitate the process successfully.

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Pruis, Riana. "Exploring systematic challenges with the implementation of the assessment accommodation policy in independent high schools." Diss., 2021. http://hdl.handle.net/10500/27274.

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In South Africa the education system ensures that education is available and accessible to every learner. To ensure inclusivity for all learners, the implementation of accommodations for learners with barriers are vital. Research has indicated that the implementation of accommodations can be challenging at times for educators and relevant role players, e.g., policy implementers. The main aim of this study is to explore the systematic challenges when implementing the assessment accommodation policy in independent high schools in a qualitative method. This study applied the interpretivism paradigm to explore the phenomenon under study by applying Bronfenbrenner’s bio-ecological systems theory to explore the challenges experienced. An intensity case study design was selected with six participating independent high schools. Individual semi-structured interviews were conducted with each policy implementer by using intensity sampling. In addition, audio-recordings and a reflection journal were used as a data collection strategy. Using thematic analysis, three main themes emerged from the data, namely: challenges with parent, insufficient internal support for policy implementers, and inadequate services. Each theme was accompanied by a number of sub-themes. Constructed on the research findings, I conclude that when the identified systematic challenges are addressed when implementing inclusive education policies like the IEB’s assessment accommodation policy, then policy implementers, better supported, will be able to ensure that education is accessible to all learners in South Africa.
Psychology of Education
M. Ed. (Psychology of Education)

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De, Jager Elizabeth Jacoba. "Inclusion of environmental education in the teaching of the Biology curriculum for grades 10 to 12." Diss., 2003. http://hdl.handle.net/10500/998.

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The purpose of this study was to develop a Life Sciences programme, integrating Environmental Education, on environmental endocrine disruptors, for the Further Education and Training Phase of the Outcomes Based Educational System. This programme aims at giving learners the necessary knowledge and skills to limit their exposure to Endocrine Disrupting Chemicals (EDCs). The programme was evaluated by means of a quantitative study. Group-administered questionnaires were used to gather information before and after the programme had commenced. Lickert scales were used to establish the learners' knowledge, attitudes and values in connection with EDCs and the environment before and after the learners had followed the programme on EDCs. The results of the study indicated that the programme proved to be successful in increasing the knowledge of the target group in connection with EDCs. This study will contribute to the process of integrating Environmental Education in the Life Sciences curriculum.
Educational Studies
M.Ed.(Environmental Education)

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Thompson, Lynette Sharon. "Dyslexia : an investigation of teacher awareness in mainstream high schools." Diss., 2014. http://hdl.handle.net/10500/13373.

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The main aim of this study was to assess teachers’ awareness levels of dyslexia, their perceptions of their ability to identify and manage dyslexia, and their perceptions of the adequacy of their pre-service and in-service training in dyslexia. The sample comprised teachers at 16 mainstream high schools in the Western Cape. A Likert type scale questionnaire was used to collect data that were analysed by means of a sign test of difference and a Kruskal-Wallis test of variance. The results indicated that teachers had adequate knowledge of dyslexia, believed they are able to identify and manage dyslexia, and believed that they received little or no pre-service and in-service training in dyslexia. The main conclusion that can be drawn is that teachers need on-going adequate pre-service and in-service training in the field of dyslexia.
Department of Psychology
M.A. (Psychology)

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Jacobs, Jacqueline Rose. "Strategies to address auditory perceptual deficits in a school of skills in the northern suburbs of Cape Town." Diss., 2016. http://hdl.handle.net/10500/23195.

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The aim of this action research was to investigate how auditory perceptual deficits affect reading in learners with disabilities. The sub-questions were: What auditory perceptual deficits learners’ experience? How do educators assist learners with auditory perceptual deficits? What instructional strategies and classroom management can educators apply to assist learners with auditory perceptual skills? The data collections comprised of an informal oral assessment, observation and anecdotal notes with fifteen participants with barriers to learning, from the English first year class, within a special needs educational setting. Data analysis and validity were supported by triangulation through informal assessment, observation, my critical friend and my own critical reflection. The support of phonologic, memory, and cohesion skills, auditory skills were the reading educational construct and strategies used as intervention in order to identify the efficacy of said interventions. Both bottom-up and top-down support strategies were used in relation to the participants’ individualised educational needs. The research results and discussion included methods to improve reading and listening skills in the classroom environment.
Inclusive Education
M. Ed. (Inclusive Education)

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Pillay, Renel. "Teachers’ perspectives on addressing barriers to learning in learners in an independent mainstream high school in Gauteng province." Diss., 2019. http://hdl.handle.net/10500/26979.

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Limited research is available on teachers’ perspectives on addressing barriers to learning in learners in low to middle-income countries, such as South Africa. The main aim of the current research was to describe teachers’ perspectives on addressing barriers to learning in learners in an independent mainstream high school in Gauteng province. The study adopted a qualitative approach and data was collected by means of interviews, document analysis, and observations with 12 teachers in the school. The results of the study indicate that there are various challenges when addressing barriers to learning in learners. Furthermore, teachers respond to the diverse needs of learners by identifying the needs of learners and differentiating the curriculum. Lastly, teachers mentioned various forms of support that could help them effectively address the barriers to learning in learners in inclusive settings. Future countrywide research should focus on teachers’ perceptions when addressing barriers to learning in independent mainstream schools in South Africa.
Inclusive Education
M. Ed. (Inclusive Education)

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Peel, Emma Louise. "Inclusive Practice in South Africa: A Deaf Education Perspective." Thesis, 2006. http://hdl.handle.net/10539/265.

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Master of Education - Deaf Studies
In accordance with Education policy post 1994 there is currently a move in South Africa toward implementing an inclusive approach to educating learners who experience barriers to learning into regular/mainstream schools. Such an inclusive philosophy is considered, at policy level, to be the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all (Department of Education, 2001). From an inclusive viewpoint, it is important that all learners are given the best education possible from an academic, emotional and social perspective and emphasis is placed on, educating the whole child by meeting individual needs through the identification and accommodation of any barriers to learning. Within such an education and training system, it is important that Deaf learners are not excluded and that the practice of inclusion takes into account the needs of all Deaf learners. The intention of this research project is to provide an accurate account of the current situations in schools for the Deaf throughout South Africa with regards to barriers to learning and development. It will examine whether these schools, currently, foster the ideals of inclusion as made explicit in White Paper Six (Department of Education, 2001). This thesis will also investigate whether Deaf learners in schools for the Deaf, have access to the most appropriate, least restrictive barrier free education. In order to achieve this, a questionnaire, based on the barriers to learning and development as identified by the above-mentioned document, was sent by post to every principal working in schools for the Deaf in South Africa. In addition, the research intends to determine whether barriers to learning and development are presently being experienced by Deaf learners in current schools for the Deaf and if so, what barriers are being experienced and how these barriers can be addressed and prevented so that Deaf learners be accommodated in a manner that promotes a school environment that is most appropriate and least restrictive for Deaf learners. From the findings it was revealed that schools for the Deaf do not foster inclusive principles as many Deaf learners experience barriers to learning and development as identified in White Paper 6 (Department of Education, 2001: 7 & 18) within schools for the Deaf. To address the barriers found in the findings of the study, this dissertation provides recommendations to assist principals with strategies and information necessary for transforming schools for the Deaf in order to become inclusive and thus provide Deaf learners with access to the most appropriate, least restrictive education possible.

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Seedat, Nasreen. "A thematic review of inclusive education research in South Africa." Thesis, 2018. https://hdl.handle.net/10539/26023.

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A research report submitted in partial fulfillment of the requirements for the degree of Master of Education in Educational Psychology in the faculty of Humanities, University of the Witwatersrand, Johannesburg, 2018.
Education White Paper 6 was developed with the aim of transforming the educational system of South Africa from one of exclusion of learners with disabilities to one that is more inclusive of all learners. This was to be done through the establishment of an integrated educational system that embraces children with barriers to learning into mainstream public schooling systems. This system should hold a flexible curriculum, structures to provide support for teachers and other schooling staff in implementing and maintaining the new inclusive system. The skills of teachers are to be improved so as to effectively manage classes wherein diverse ranges of learning needs are present. The primary aim of this research was to examine inclusive education research conducted in South Africa since its implementation in 2001. This was done through a systematic literature review analysis. Articles were selected for inclusion in the review based on the following criteria: the studies had to have been published in peer-reviewed journals between the years 2001 and 2016 to represent the extent of research on inclusive education in South Africa since its implementation. Studies had to be data based (either primary or secondary) and documented in English with a focus on inclusive education in South Africa. Studies had to meet all the inclusion criteria in order to be selected for inclusion into the review. Thirty seven eligible journal articles were included for the current review, of which 43% (n=16) used a qualitative methodology, 16% (n=6) used a mixed methods design and 6% (n=2) used a quantitative methodology. The remaining 35% (n=13) were conceptual articles. To obtain a thematic review of inclusive education research in South Africa Thomas and Harden’s thematic synthesis approach of data analysis was used. The results identified the following main emergent themes: Attitudes, beliefs, perceptions and practices of key stakeholders, Dissemination of information, Teacher training, Contextual factors, History, culture and traditions toward inclusive education, and Collaboration. Findings of the review clearly indicate that there are drawbacks and limitations as well as successes in relation to inclusive education implementation in South Africa. There are lessons to be learned from the South African experience of inclusive education in relation to the implementation of educational policy and the need for research to inform practice.
MT 2018

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Dissertations / Theses on the topic 'Inclusive education (Secondary) – South Africa'

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