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Pope, Marcia J. "General physical education teachers' perceptions of adapted physical education consultation." [Chico, Calif. : California State University, Chico], 2009. http://hdl.handle.net/10211.4/102.
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Kwan, Tze-keung. "Potential for development of physical education in physically handicapped schools in Hong Kong." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38626123.
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Kashimba, Sally Salome. "The need for physiotherapy support for teachers in inclusive education for the inclusion of learners with physical disabilities in selected schools in Zambia." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2580_1254402740.
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The purpose of the study was to explore the need for physiotherapy support for teachers in selected inclusive schools in Zambia. The study aimed to determine teachers skills and teachers attitudes as they included learners with physical disabilities in their classrooms.
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Aschemeier, Amy R. "The roles of paraprofessionals in physical education." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1286500.
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Eight years after the passage of the Individuals with Disabilities Education Act (PL 105-17), there still appears to be gaps in the efforts to ensure that students with disabilities are given a free and appropriate public education. While the No Child Left Behind Act of 2001 aims to create school environments where teachers and paraprofessionals are highly qualified for all students, the issue of having adequately trained paraprofessionals assisting in physical education continues to be ignored. The purpose of this study was to determine the basic profiles of paraprofessionals assigned to physical education and to conduct a needs assessment for training. Participants (N=76) were comprised of paraprofessionals from city and county public schools grades Pre K -12 in Northwest and East Central Indiana, and Northwest Ohio. A twopart questionnaire was given to paraprofessionals in the classrooms to assess current responsibilities in physical education as well as identify training needs they might have in physical education. Data was analyzed using descriptive statistics, frequency counts, and measures of central tendency (means) to answer all research questions. Results indicated that paraprofessionals who assisted in physical education perceived themselves to be adequately trained despite not having much professional training. Paraprofessional responsibilities in physical education remained vague and unclear; however, results showed paraprofessionals were willing to receive training depending on training length of time and training topics offered.School of Physical Education
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Fok, Chun-wing Daniel, and 霍俊榮. "Home-school collaboration and parent education for students with physical disabilities: a school-basedstudy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27708068.
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Kwan, Tze-keung, and 關子強. "Potential for development of physical education in physically handicapped schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B38626123.
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Akuffo, Patrick B. "A descriptive analysis of the roles, responsibilities, and concerns of adapted physical education teachers in an urban school district." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1124301495.
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Yu, Shing-ip Francis, and 余成業. "Perceptions of school effects and school effectiveness among key personnel in two local special school for physically handicappedchildren." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960601.
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Davis, Fuad. "Stress and coping skills of educators with a learner with a physical disability in inclusive classrooms in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50107.
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Thesis (MEd)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: Education systems are in a constant change, more so now in the post-modern global era that we live in. With change comes the stressors associated with it. Some of us are able to cope while others are unable. This thesis focuses on the effect of stress on educators who have learners with physical disabilities in their classroom as well as the coping methods used by these educators to manage these learners in the classroom. Participants were five female educators from disadvantaged areas of the Western Cape. A qualitative research approach was taken and the results indicate the following: Major stress experienced by educators is caused by the fact that educators do not know how far to sustain, let alone challenge an active learning environment, because of lack of experience and relevant in-service training relating to learners with physical disabilities. It was found that the nature of the disability and its severity influences the attitudes of the educators in inclusive practice. The absence of communication or rather the lack of information about the learner from the parent and other parties involved caused stress amongst the participants. Participants identified that improving their self-esteem was one of the key coping methods in dealing with stress. It is clear that educators need some form collaborative support to know they are on the right path or in order to progress in the right direction.
AFRIKAANSE OPSOMMING: Opvoedkundige stelsels is gedurig onderworpe aan verandering, veral tans in die post-modêrne globale era waarin ons leef. Verandering word vergesel deur stressors wat daarmee geassosieer word. Sommige van ons is instaat om hierdie te hanteer en ander nie. Hierdie tesis fokus op die effek van stres op opvoeders wat leerders met fisies gestremde in hul klaskamers het, asook die hanteringsstrategieë wat deur hierdie opvoeders gebruik word om hierdie leerders in die klaskamer te hanteer. Deelnemers was vyf vroulike opvoeders uit agtergeblewe areas in die Wes-Kaap. 'n Kwalitatiewe navorsingsbenadering is gevolg en resultate dui op die volgende. 'n Belangrike stressor wat deur opvoeders ervaar word, is dat hulle nie weet hoe om 'n aktiewe leeromgewing te volhou of uit te daag nie. Dit is die gevolg van 'n tekort aan ondervinding en relevante indiensopleiding aangaande leerders met fisiese gestremdhede. Daar is gevind dat die tipe en graad van gestremdheid die ingesteldheid van die opvoeders in 'n inklusiewe praktyk beïnvloed. Die afwesigheid van kommunikasie of liewer die gebrek aan informasie deur die ouer of ander betrokke partye aangaande die leerder, het stres onder die deelnemers veroorsaak. Deelnemers het die verbetering van hulle eie selfbeeld as 'n belangrike hanteringstategie geïdentifiseer. Dit is duidelik dat opvoeders 'n vorm van samewerking en ondersteuning benodig om te weet of hulle op die korrekte weg is óf om hulle in die regte rigting te stuur.
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Martin, Suzanne. "Play in Children with Motor Disabilities." UKnowledge, 2014. http://uknowledge.uky.edu/rehabsci_etds/21.
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The purpose of this research was to explore and describe the relationship among the child, family, home environment, and pretend play of children with motor disabilities. The environment is a powerful force in early child development. This research is based on Bronfennbrenner’s ecological theory of development and the ubiquitous role of play in all domains of development. Children with motor disabilities may lack exploration of the environment and as a consequence demonstrate deficits in play. Play was measured in 32 children with motor disabilities aged 24.8 to 61.3 months with a mean age of 33.7 (SD 9.3) months. Children demonstrated mild to moderate motor disabilities based on the Gross Motor Function Classification System. The prevalent motor disabilities were cerebral palsy, genetic disorders, delayed development, and myelomeningocele. The questions addressed were what combination of child and family variables will predict play ability in a child with motor disability and do the learning materials in the home or levels of maternal or paternal education affect play ability in children with motor disabilities.
Two studies were conducted to establish reliability with the Test of Pretend Play (ToPP) and to determine if children with delayed development would exhibit a delay. One study was done to establish reliability for the Fluharty-2.
The results of the main study demonstrated a significant positive correlation between ToPP scores and the learning material subscale (LMS) scores of the Home Observation for Measurement of the Environment Inventory and maternal education. The LMS scores were significantly correlated with family income, maternal and paternal education. The ToPP scores were not significantly correlated to income or paternal education. Age of the child was significantly positively correlated with ToPP scores and the LMS scores. Fifty-three percent of the children exhibited delays in play. The child’s age and the maternal level of education accounted for 60% of the variance in ToPP scores. Children with cerebral palsy and myelomeningocele appear to be at greater risk for pretend play delays than children with developmental delay and genetic disorders. More research is needed to further elucidate the role of play in children with motor disabilities.
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Seymour, Helena. "Friendship in inclusive physical education from the perspective of students with and without physical disabilities." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99601.
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The role of a best friend for students with and without a disability in inclusive physical education has been conspicuously neglected in sport psychology and adapted physical activity research. Although the last decade has seen an increase in empirical research pertaining to the perceived experiences of students with a physical disability in inclusive physical education (Blinde & McCallister, 1998; Goodwin & Watkinson, 2000; Hutzler, Fliess, Chacham, & Van den Auweele, 2002), the effect of a best friend for both students with and without a disability has generally been overlooked. Thus the current study compared friendship in inclusive physical education from the perspective of students with (n=8) and without (n=8) physical disabilities. All participants attended a reversely integrated school and were interviewed using an unstructured, open-ended interview format. An interview guide from Weiss, Smith, and Theeboom (1996) that explored friendship in the sport domain was adapted to account for the context of inclusive physical education. Four categories emerged from the analysis: spectrum of friendship, best friend, preferred physical activities and outcomes, and dealing with disability. Specifically, similarities and differences were noted in best friendship, between the two groups regarding physical activity patterns, and features of best friendship valued in physical education.
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Llewellyn, Ann. "Perceptions of inclusive education for children and families with physical disabilities." Thesis, University of Wolverhampton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393658.
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It was the focus of this thesis to examine the influence of the school community and education system upon the children and families of young people with physical disabilities in one 'designated' mainstream school within the United Kingdom. The first phase of the study examined the self-perceptions of ninety three non-disabled peers between the ages of twelve and thirteen from year 8 of the school. The Twenty Statements Test (Rees and Nicholson. 1994) was used to establish sources of influence and values underlying identity in this group. This served as a basis to establish what the young people saw as the major issues affecting themselves and their friendships at this particular stage of their development. The results suggest that there are cultural nonns associated with identity in mainstream education that may serve to exclude young people with physical disabilities who may not meet peer expectations regarding physical appearance, personality and participation in group activities. The results suggest that children with physical disabilities are in a position of disadvantage in relation to friendship fonnation in mainstream education and also in relation to participation in activities considered crucial at this level of development. The second phase of the study examined the perceptions of mainstreaming of 6 pupils with physical disabilities, their parents and seven teaching staff. In-depth interviews were carried out and fonned the basis of a themed case study that highlighted multi-perspective approaches to issues that arose in mainstream schooling. A major theme emerging from this study was the vulnerability of young people with physical disabilities within a rigid system designed for an ablebodied majority. Evidence presented here suggests that clinical issues affecting the development of a child with a physical disability are not readily identified by teaching staff in mainstream education. It appears from interviews conducted that teachers are not provided with the training to recognise difficulties that can arise when teaching children with physical disabilities. An analysis of the case study material in the light of the transactional model (Sameroff, 1991) provides an example of how the personal attitudes and expectations of teachers can affect the way they interact with children with physical disabilities and also highlights the social and psychological barriers to inclusion that support discriminatory practices in mainstream education. Evidence from the case studies suggests that the processes that can serve to exclude the child with a physical disability from themainstream of "chool life appear to be '1ubtle and can abo impact upon the psychological functioning of individual children and their familie:--. The results of both phases of the study suggest that children with phy:--il'al disabilities are only partially included in main:--trcam school life
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Goodwin, Lorna. "The inclusion of children with physical disabilities in physical education : rhetoric or reality?" Thesis, University of Surrey, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.685073.
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Hrmo, Jennifer. "Physical activity choices and self-determination in children with intellectual disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0021/MQ54993.pdf.
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Clemente, Isabel. "Children's involvement in Physical Education lessons : Differences between children with high grades and children with disabilities." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40802.
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Children with disabilities need physical activity in order to promote development and health, and this can be fulfilled in their physical education lessons. However, adapting lessons for children with disabilities can be a very complicated task as there are many factors that affect, both positively and negatively, the child´s general self-efficacy, their self-efficacy in their physical education lesson and their aptitude to participate. In a previous descriptive quantitative study teachers self-rated teacher skill were positively correlated to self-efficacy for students with high grades but negatively correlated to self-efficacy for students with disabilities. Therefore, the aim of the study is to test two hypothesis concerning the relations between teacher´s teaching skills, environmental prerequisites and climate and the student´s general self-efficacy, self-efficacy in physical education and aptitude to participate for with high grades and with disabilities respectively. With the help of a quantitative study with questionnaire data the hypotheses were tested for children with disabilities and children with high grades within PE lessons in regular Swedish mainstream schools. The results show that teaching skills are negatively correlated to general self-efficacy, self-efficacy in physical education and aptitude to participate for children with disabilities. For children with high grades the same relations were positive. Regarding prerequisites for physical education and climate in class both were positively related to general selfefficacy, self-efficacy in physical education and aptitude to participate for both children with high grades and children with disabilities. The importance of having an individually adapted lesson planning and grading criteria are discussed.
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Kwan, Wai-fan, and 關慧芬. "Parental involvement in integration of children with physical disabilities in mainstream schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27668551.
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Cox, Margaret. "THE COMMITMENT OF ELEMENTARY SCHOOL TEACHERS TO INCLUSIVE EDUCATION FOR CHILDREN WITH DISABILITIES." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3632.
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The purpose of this study was to investigate the commitment of elementary school teachers to inclusive education for students with disabilities (SWD), and whether the commitment to inclusive education between general and special education teachers was equal. Measurements were based on Richard Clarke's Commitmemt and Necessary Effort (CANE) theory, severity of disability, and demographic factors including teaching assignment, number of students in class, number of years teaching and number of years working in an inclusive setting. A four-point Likert-type survey(Appendix A) adapted from a combination of Spencer Salend's (2008) "Teacher's Inclusion Survey and Interview Question to examine the Experience of Educators Working in Inclusive Classrooms" was used to collect the data. The data indicated that 57% of the respondents were committed to inclusive education, with special education teachers displaying a greater committment than their general education counterparts. In addition some of the earlier roadblocks to inclusive education such as needed support from administrators and ancillary personnel dealing with SWD, lack of resources, time for collaboration and consulation, along with a need for more training, still appear to be pervasive problems in implementing a fully inclusive program for all students nearly two decades later in contemporary schools.Ed.D.
Department of Educational Studies
Education
Education EdD
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Tukur, Sani Yusuf, and James Kiyuba. "CHALLENGES OF PROVIDING SPECIAL EDUCATION TO CHILDREN WITH DISABILITIES : View of teachers and education officials." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-18019.
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Upon the introduction of the Universal primary education in 1997 by the government of Uganda, the idea of integrated education was put into practice. As of now, children with disabilities are accessing education through the mainstream schools though facing many challenges. However, our study has found out that CWDs are still facing many challenges in accessing special education in Uganda. This includes lack of good physical infrastructure, educational materials, easy access to classrooms, and other services. In addition, teachers are not motivated to take care of the needs of CWDs, resulting in low morale. Corruption among officials within the system is yet another factor affecting special education provision for CWDs. The study was conducted through qualitative method with semi structured interview questions. In one of the districts in Uganda, four teachers in one primary school and four education officials in the same district were interviewed. The aim of this study was to find out the challenges facing children with disabilities, and the possibilities of providing special education to them.
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Storm, Wendy M. "Inclusion models in elementary physical education." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/WStorm2007.pdf.
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Downs, Samantha Jayne. "Physical activity, sedentary and playtime behaviours in children and adolescents with intellectual disabilities." Thesis, Liverpool John Moores University, 2015. http://researchonline.ljmu.ac.uk/4527/.
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Despite the wealth of research examining physical activity (PA) in children and adolescent without disability, there is a lack of research that has focussed on PA related to children and adolescents with intellectual disabilities (ID). The evidence that does exist in this area suggests that children and adolescents with ID are less active than their non-ID peers. The school environment offers numerous opportunities to engage in PA regularly, yet to date, school-based research focussing on PA in children and adolescents with ID is limited. Thus, the primary aim of this thesis was to investigate PA, sedentary time (ST) and playtime behaviours in children and adolescents with ID.Four study chapters are included in the thesis. Study 1 used uniaxial accelerometers to investigate habitual PA levels, sedentary behaviour and PA patterns in children and adolescents with severe and moderate ID. Results demonstrated that participants engaged in low amounts of PA, spent a large proportion of waking hours in ST and mainly engaged in short, sporadic bursts of PA.Study 2 investigated the PA levels of children and adolescents with severe and moderate ID during playtime and PE contexts using direct observation techniques. Participants engaged in similar levels of moderate to vigorous PA (MVPA), and spent minimal amounts of time engaging in sport based activities during playtime and PE. At playtime participants spent the majority of time playing alone or in small groups and no participants engaged in any large group play. Study 3 explored teachers’ perceptions of PA engagement for children and adolescents with ID. Teachers reported that pupils prefer to engage in fun, unstructured activities. Parents and teachers were identified as key role models who can influence PA engagement for this population and teacher participants explained that pupils with ID have limited understanding around PA and the benefits to health. Study 4 evaluated the effectiveness of a school-based PA intervention, delivered in two primary special educational needs (SEN) schools. The intervention demonstrated promising results, with an increase in accelerometer assessed MVPA levels between baseline and follow up of ~18mins. However, these findings were not statistically significant, possibly due to the small sample size involved. Minimum clinically important difference analysis suggested that changes in MVPA were likely to be beneficial to heath. Furthermore, qualitative data generated through teacher interviews highlighted positive intervention effects across the school. Overall the studies presented in this thesis provide an overview of PA engagement and associated behaviours in children and adolescents with ID. The major findings presented suggest that children and adolescents with moderate and severe ID are not sufficiently active, and the SEN school environment may be an important area to target PA interventions. The current thesis has made a significant contribution to our understanding related to the PA in children and adolescents with ID and has highlighted a number of recommendations for future research.
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McMurray, Catherine Anne. "The use of inclusive opportunities to promote positive attitudes towards inclusion in physical activities." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/49802.
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Thesis (MScSportSc) -- University of Stellenbosch, 2003.ENGLISH ABSTRACTThe purpose of this study was to determine whether or not inclusion opportunities would improve the attitudes of children with disabilities and children without disabilities towards inclusion in physical activities. A total of 75 pre-and 71 post-test questionnaires were completed. Thirty-nine pre-test and 37 post-test questionnaires were completed by participants with disabilities and 36 pre-test and 34 post-test questionnaires were completed by participants without disabilities. All participants were pre-tested by means of questionnaires presented to them prior to each inclusion opportunity and were post-tested by means of questionnaires presented to them on the day of the inclusion opportunity, once the event was completed. All questionnaires were developed by the researcher and have not been used previously for any other study of this kind. Results revealed that: 1. Attitudes in both the participants without disabilities and participants with disabilities changed after attending the inclusion opportunities. 2. There was a reduction in negative attitudes in both participating groups towards inclusion in physical activities. 3. Participants associated the inclusion opportunities with positive categories such as enjoyment, friendship and play. 4. There was a positive response to suggestions of participation in future inclusion opportunities. Based on the results determined, it was concluded by the researcher that inclusion opportunities do improve attitudes of children with and children without disabilities towards participating in inclusive activities, specifically physical activities. Further research in South Africa should however be conducted to determine the long-term effects of participation in inclusion opportunities on children with and without disabilities.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om te bepaal of inklusiewe geleenthede die gesindhede van kinders met gestremdhede en kinders sonder gestremdhede kon verbeter met betrekking tot die beginsel van inklusiewe onderrig. 'n Totaal van 75 pre- en 71 post-toetse is gevoltooi. Nege en dertig pre-toetse en 37 post-toetse is deur deelnemers met gestremdhede voltooi en 36 pretoetse en 34 post-toetse deur deelnamers sonder gestremdhede. Aile deelnemers is vooraf getoets deur middel van vraelyste wat voltooi is voor die aanvang van elke geleentheid. Na die voltooing van elke geleentheid het aile deelnemers weer 'n vraelys voltooi. Die vraelyste is deur die navorser ontwikkel en is nog nooit voorheen gebruik vir hierdie tipe studie nie. Resultate van hierdie studie het aangetoon dat: 1. Gesindhede van kinders met gestremdhede en van kinders sonder gestremdhede het verbeter na deelname in hierdie geleenthede. 2. Daar was 'n vermindering in negatiewe houdings van kinders met gestremdhede en kinders sonder gestremdhede na insluiting in hierdie gemeenskaplike aktiwiteite. 3. Deelnemers het hierdie gesamentlike geleenthede geassosieer met postitiewe ervarings soos genot, speel en nuwe vriendskappe. 4. Daar was positiewe voorstelle van deelname in verderer gesamentlike geleenthede. Na aanleiding van hierdie resultate, is dit duidelik dat inklusiewe fisieke aktiwiteitsgeleenthede die gesindhede van kinders met en kinders sonder gestremdhede, positief van beinvloed. Verdere navorsing om die langtermyn effek van inklusiewe geleenthede op Suid-Afrikaanse kinders met en sonder gestremdhede te bepaal, sal egter steeds nodig wees.
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Walters, Beverley C. "Perceptions of special education teachers involved in the ISSP process in Newfoundland and Labrador." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0033/MQ47487.pdf.
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Du, Toit Hendrina Glaudina. "Die doeltrefendheid van die skoolondersteuningspan binne die inklusiewe onderwysstelsel (Afrikaans)." Pretoria : [s. n.], 2008. http://upetd.up.ac.za/thesis/available/etd-05192008-181413.
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Tsalavoutas, Ioannis. "Competence satisfaction in action : risk taking and achievement by students with and without physical disabilities." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=81517.
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The study compared competence satisfaction in a ball striking activity, as measured by risk taking and achievement, of individuals with ( N = 16) and without (N = 18) physical disabilities under mastery and performance orientation climates. The students ranged in age from 7-13 years. They were required to strike a ball into nets of three different size-distance combinations. Results supported the first hypothesis of no competence satisfaction differences between the groups under mastery and performance climates. The second hypothesis that the introduction of performance climate would increase risk taking and this would affect achievement accomplishments and competence satisfaction was also supported. Nonetheless, performance climate had a different effect on each ability group with regard to achievement accomplishments. Specifically, performance climate undermined achievement accomplishments for individuals with physical disabilities and encouraged achievement accomplishments for peers without disabilities. Hence, individuals with physical disabilities did not satisfy their need of competence in the same manner as peers without disabilities in the performance climate. For those with physical disabilities performance appears to be crucial, whereas for peers without disabilities risk taking is essential.
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Ma, Oi Yee Regine. "Physical activity in school environment for students with mental retardation." HKBU Institutional Repository, 2002. http://repository.hkbu.edu.hk/etd_ra/449.
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Kuaka, Kennedy Born. "Views and experiences of children with disabilities and their parents regarding school attendance." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5838_1318490189.
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The study population was children with physical disabilities who were not attending school and their parents. A sample of 19 participants was purposefully selected. A qualitative approach was used to explore the participants" attitudes, cultural beliefs, and challenges related to school attendance of children with physical disabilities. A content analysis approach was used for data analysis after translating and transcribing raw data from Tonga into English. The data were coded, categorized and themes of the content identified. Ethical procedures included, obtaining permission from the University of Western Cape, the Ministry of Community Development and Social Services in Zambia and Rural Health Centre. Signed consent from parents, consent from parents stating that their children can participate and assent from children was obtained. Anonymity and confidentiality of participants was emphasized and participants were reminded that their participation was voluntary. Participants had the freedom to withdraw without any prejudice. The results indicated positive attitudes of children and their parents towards school attendance of children with disabilities. The traditional and religious beliefs of parents did not influence or contribute to children with disabilities not attending school. The main reason why most children with physical disabilities were not attending school in Mazabuka district was due to physical and social barriers.
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Bergstedt, Jo-Ann. "Learning facilitators’ perspectives of supporting learners with disabilities in mainstream classrooms." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96807.
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Thesis (MEd)--Stellenbosch University, 2015.ENGLISH ABSTRACT: Learning facilitation is a growing phenomenon in mainstream schools in South Africa, as learning facilitators are increasingly being employed by parents as a conduit in providing individual support for learners with disabilities. An in-depth examination of available knowledge and theory about the phenomenon of learning facilitation revealed that associated research is lacking in the South African education context. Consequently, learning facilitators’ roles lack definition, status and regulation in both policy documents and the practical setting of mainstream education. This study aimed to gain insight from the perspectives of learning facilitators to form a clearer description of what learning facilitation entails. As support structures are still evolving in inclusive education contexts, it is considered important to acknowledge, explore and identify the role learning facilitators play in the implementation of integrated education for learners with disabilities. In order to optimally support the effective development of the learner, consideration must be shown to the individual needs of the learner and the processes within the environment that foster or hinder learning potential. Bronfenbrenner's bioecological theory of human development linked this understanding of the influences on learning and development. The learning support provided by a learning facilitator in the mainstream classroom is prefaced as an aspect of the learner’s environment that ‘fosters’ in contrast with those that ‘interfere’ with the development of proximal processes. This study adopts a basic interpretive design. Qualitative data collection and data analysis research strategies were employed to derive in-depth insights. Verbal accounts and descriptions from learning facilitators were gleaned, both through individual semi-structured interviews and a focus group interview. Research into the daily experiences of learning facilitators revealed that they fulfil important and varied support roles. These roles incorporate academic needs as well as providing care and support for the learner with disabilities. Findings showed that the relational aspect of the learning facilitator’s role is crucial in the collaborative effort of various role players (professionals, therapists, teachers, parents, etc.) to help learners with disabilities achieve engagement and integration into mainstream education as far as possible. It relieves the negative focus on the learner being perceived as “different” and eases the pressure on them to overcome challenges on their own. Thus, recognition and definition of their role – what they are and what they are not, their interaction with teachers and other role players, their responsibilities, training and required skills - in regulations and policy statements will add much significance and clarity to a fairly new resource (in the South African context) of supporting learners with disabilities along with their parents and teachers and the learning facilitators themselves.
AFRIKAANSE OPSOMMING: Leerderfasilitering is ʼn groeiende verskynsel in hoofstroomskole in Suid-Afrika, aangesien al hoe meer leerderfasiliteerders deur ouers aangestel word om ekstra individuele ondersteuning aan veral leerders met gestremdhede te bied. ʼn In-diepte studie van beskikbare kennis en teorie oor die verskynsel van leerderfasilitering het ʼn tekort aan relevante navorsing in die Suid-Afrikaanse konteks aangedui. Duidelike omskrywings van die leerderfasiliteerders se rol en status ontbreek in beleidsdokumente en hul werksomgewings. Die doel van hierdie studie was om insig te verkry uit die perspektiewe van leerderfasiliteerders om sodoende ʼn duideliker beskrywing te vorm van wat leerderfasilitering behels. Aangesien ondersteunende strukture nog in die ontwikkelingsfase is in inklusiewe onderwyskontekste, word die erkenning, verkenning en identifisering van die rol wat leerderfasiliteers in die insluiting en ondersteuning van leerders met gestremdhede kan speel, as belangrik geag. Die individuele behoeftes van leerders en die prosesse in hul omgewing wat leerpotensiaal bevorder of verhinder moet in ag geneem word om die effektiewe ontwikkeling van die leerder so ver as moontlik te kan ondersteun. Bronfenbrenner se bio-ekologiese teorie van menslike ontwikkeling het hierdie begrip van die verbande tussen leer en ontwikkeling getrek. Die ondersteuning wat ʼn leerderfasiliteerder bied in die hoofstroomklaskamer word voorgestel as ʼn beskermende faktor in teenstelling met hindernisse wat “inmeng” met die ontwikkeling van proksimale prosesse. Hierdie interpretatiewe studie het kwalitatiewe datagenerering en -verwerkingstrategieë gebruik om betekenisvolle insigte te verkry. Verbale data en beskrywings van leerderfasiliteerders is gegeneer deur individuele, semi-gestruktureerde onderhoude asook ʼn fokusgroeponderhoud. Navorsing oor die daaglikse ervarings van leerderfasiliteerders het onthul dat hul belangrike, maar ʼn verskeidenheid ondersteuningsrolle vervul. Hierdie rolle spreek die akademiese behoeftes sowel as die voorsiening van sorg en ondersteuning vir leerders met gestremdhede aan Bevindinge het getoon dat die leerfasiliteerder se verhoudinge met verskeie rolspelers (medici, terapeute, onderwysers, ouers, ens.) deurslaggewend is in die gesamentlike poging om leerders met gestremdhede se insluiting en betrokkenheid in hoofstroomskole sover as moontlik te verwerklik. Dit kan die persepsie dat die leerder moet verander om aan te pas by die sisteem ondervang en ook ondersteuningsgeleenthede skep om uitdagings te oorkom. Erkenning en definiëring van leerderfasiliteerders se rol, hul interaksie met onderwysers en ander rolspelers, hul verantwoordelikhede, opleidingsvereistes en vaardighede in regulasies en beleidsdokumente sal meer betekenis en duidelikheid verleen aan ʼn taamlik nuwe werkswyse (in die Suid-Afrikaanse konteks) om leerders met gestremdhede, in samewerking met hul ouers en onderwysers, te ondersteun.
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Cline, Beverly Vineyard. "Teachers' and supervisors' perceptions of secondary learning disabilities programs : a multi-state survey /." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-09162005-115017/.
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Levy, Shari Lee. "An observational study of reading instruction of teachers for students with emotional/behavioral disorders /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004318.
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DeMeurers, Patricia King. "Transitions from early childhood special education to kindergarten : a study of three transition plans and their effectiveness as reported by families and kindergarten teachers /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9987229.
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Thesis (Ph. D.)--University of Oregon, 2000.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 182-183). Also available for download via the World Wide Web; free to University of Oregon users.
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Savoie, Nicole A. "Goal setting in the acquisition of a motor skill with children who have learning disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37235.pdf.
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Makhavhu, Thanyani Selinah. "The implimantation [i.e. Implementation] of inclusive education : a support program for teachers." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50161.
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Thesis (MEd)--Stellenbosch University, 2004.ENGLISH ABSTRACT: In South African schools teachers are currently being expected to make major changes in the way they understand teaching and learning in the process of adapting to an entirely new curriculum like Curriculum 2005 or Outcomes Based Education (Engelbrecht, Green, Naicker & Engelbrecht, 1999:70). Research asked the question about what the needs of teachers are towards support to facilitate the implementation of inclusive education in the Limpopo Province of South Africa. A case study was conducted, the purpose being to inform support programmes for teachers. The target population included a selected primary school, the Mutondo Primary School in the Vuwani Area of the Limpopo Province. Participants included 20 voluntary teachers. A literature review was undertaken on the implementation of inclusive education in South Africa. It indicated that teachers showed negative and positive attitudes towards inclusive education in schools. It also showed that that teachers needed support to facilitate positive change in their attitudes toward inclusion in South Africa. Engelbrecht, Green, Naicker and Engelbrecht (1999:157) also emphasised that support was crucial for teachers as they felt that they did not have enough training in order to meet many challenges they come across. The aims of the study was to identify the need for a support programme towards inclusive education for teachers in the Vuwani Area of the Limpopo Province, to provide information to teachers on the implementation of inclusive education and to evaluate the needs for a support programme on the implementation of inclusive education in this area. Information was gathered at the hand of workshops with focus group interviews. The main themes that emerged from the data was the number of learners in a class, resources, the need for in-service training, a culture of respect and acceptance and a flexible curriculum. Findings suggested that a support programme could implement the policy of inclusive education more effectively when teachers' needs for training and support were being met.
AFRIKAANSE OPSOMMING: In Suid-Afrika word dit tans van onderwysers verwag om groot veranderinge aan te bring in die wyse waarop hulle onderrig en leer om sodoende te kan aanpas by 'n nuwe kurrikulum soos Kurrikulum 2005 of Uitkomsgebasseerde Onderwys (Engelbrecht, Green, Naicker & Engelbrecht, 1999:70). Hierdie stuk navorsing vra die vraag oor die behoeftes van onderwysers ten opsigte ondersteuning om die implimentering van inklusiewe onderwys binne die Limpopo Provinsie van Suid-Afrika te fasiliteer. 'n Gevallestudie is onderneem met as doelom inligting te verskaf ten opsigte van 'n ondersteuningsprogram vir onderwysers. Die teikenbevolking het ingesluit 'n geselekteerde primêre skool in die Vuwani gebied van die Limpopo Provinsie, naamlik die Mutondo Primêre Skool. Deelnemers het 20 vrywillige onderwysers ingesluit. 'n Literatuurstudie is onderneem oor die implimentering van inklusiewe onderwys binne Suid-Afrika. Dit het getoon dat onderwysers beide positiewe en negatiewe houdings openbaar teenoor inklusiewe onderwys binne skole. Dit het verder aangetoon dat onderwysers ondersteuning benodig ten opsigte van die fasilitering van positiewe veranderings in hul houdings jeens inklusiewe onderwys in Suid-Afrika. Engelbrecht, Green, Naicker en Engelbrecht (1999: 157) beklemtoon dat ondersteuning uiters belangrik is vir onderwysers aangesien hulle voel dat hulle nie genoegsame opleiding het om nuwe uitdagings aan te spreek nie. Doelwitte binne hierdie studie het ingesluit die identifisering van die behoefte aan 'n ondersteuningsprogram vir onderwysers binne die Vuwani area van die Limpopo Provinsie, die deurgee van inligting aan onderwysers rakende inklusiewe onderwys en die evaluering van behoeftes vir 'n ondersteuningsprogram rakende die implimentering van inklusiewe onderwys in hierdie gebied. Data is ingesamel aan die hand van werkswinkels met fokusgroeponderhoude. Die hooftemas wat uit die navorsing na vore getree het, was die aantalleerders binne klasse, hulpmiddele, die behoefte van indiensopleiding, 'n kultuur van respek en aanvaarding en laastens 'n buigsame kurrikulum. In kort is bevind dat 'n ondersteuningsprogram die implimentering van inklusiewe onderwys kan vergemaklik.
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Summers, Kathryn Lynn Smith Paula J. "General education teachers' perceptions of their involvement in the IEP process." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9603524.
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Thesis (Ed. D.)--Illinois State University, 1995.Title from title page screen, viewed May 5, 2006. Dissertation Committee: Paula J. Smith (chair), Mack L. Bowen, Norma C. DeMario, Ronald S. Halinski, Mark E. Swerdlik. Includes bibliographical references (leaves 72-77) and abstract. Also available in print.
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Cheng, Yuk Kwan Clare. "Pre-adolescent children and their friendship intentions towards peers with physical impairment." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7534.
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Social inclusion of children with disabilities is considered to be an important aspect of inclusive education. Previous research mostly approached this issue by either examining the attitudes of typically developing children towards disabilities or the friendship quality and status of children with disabilities. By adopting a qualitative research design, the present study is an attempt to draw from these two lines of research to develop a conceptual framework for understanding pre-adolescent children’s friendship intentions towards their peers with physical impairment. The research is also a response to the paucity of local studies in this area. The data are analysed in three domains: Conception of friendship, Attitudes towards people with physical impairment and Factors influencing friendship. Four theoretical constructs, Physical Attribute, Social Attribute, Empathetic Attribute and Cognitive Attribute, are finally developed to explain the relationship between friendship conception and attitude of acceptance. Based on the theoretical constructs, the peer experience of two children with physical impairment, one being a success story and one less satisfactory, is described to illustrate the limiting and facilitating factors for their social inclusion. Recommendations for local inclusive education and suggestions for future research are provided at the end of this project.
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De, Swardt Junita. "Leisure functioning of learners with learning and physical disabilities a case study at an ELSEN school in the Tshwane area /." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-08202008-155351.
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Zimmerman, Mary. "Teacher perceptions toward including students with emotional behavioral disabilities in general education classes." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006zimmermanm.pdf.
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Gelinas, Joanna E. "The developmental validity of traditional learn-to-swim progressions for children with physical disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37206.pdf.
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Chio, Fong-i. "Evaluation of social skills training for mild grade mentally handicapped children." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2227828X.
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Burgess, Patricia D. "Assessing Professional Development Needs of Elementary Teachers Implementing Inclusion of Children With Disabilities in General Education Classrooms." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2889.
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A descriptive study was conducted to identify authentic professional development needs of elementary teachers preparing, implementing, and maintaining inclusion of students with disabilities in the general education classrooms in Northeast Tennessee. The purpose of this study was to contribute information of identified professional development needs of elementary teachers to current research on responsible inclusive education. Data were collected from 325 elementary teachers randomly assigned to the sample using a 65-item survey designed for this study. Three subsections of the survey, Assessing Professional Development Needs of Teachers Implementing Inclusion in Grades PreK-8, assessed the perceived needs of conditions, areas, and foundations of effective professional development by determining the discrepancies between observed and desired scales. Demographic factors included years of teaching experience, level of education, level of experience working with students with disabilities, current stage of involvement with an inclusive programs, and amount of formal or college course work in special education. The data were analyzed with an analysis of variance to determine significance between and within groups and a post hoc test determined specific significant groups. The factors that determined the most significance were level of experience working with students with disabilities and current stage of involvement with an inclusive program. Conclusions of the study reveal the need for professional development based on professional growth stages and relevant to present working conditions and events.
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Liu, Shu-tzu. "Sunday school teachers' and administrators' attitudes toward the inclusion of students with disabilities into sunday school education /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Neuman, Mary Delia. "Learning disabilities and microcomputer courseware : a qualitative study of students' and teachers' interactions with instructional dimensions /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266362336009.
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Ronan, Judith M. Rhodes Dent. "Professional development for inclusion through real-time, multimodal conferencing." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9986990.
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Thesis (Ed. D.)--Illinois State University, 2000.Title from title page screen, viewed May 16, 2006. Dissertation Committee: Dent M. Rhodes (chair), Robert L. Fisher, Ione M. Garcia, Ming-Gon John Lian. Includes bibliographical references (leaves 143-162) and abstract. Also available in print.
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Chiu, Chiu Hing William. "Teachers' perceptions of collaboration between guidance and discipline : a case study /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B2347662x.
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Bentley-Williams, Robyn. "EXPLORING BIOGRAPHIES: THE EDUCATIONAL JOURNEY TOWARDS BECOMING INCLUSIVE EDUCATORS OF CHILDREN WITH DISABILITIES." University of Sydney, 2005. http://hdl.handle.net/2123/1855.
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Doctor of PhilosophyThe current study explored the formative processes of twelve student teachers constructing role understandings in the context of their experiences and interactions with people with disabilities. In particular, it examined the participants’ changing notions of self-as-teacher and their unfolding perceptions of an inclusive educator’s role in teaching children with disabilities. The research aimed to investigate personal and professional forms of knowledge linked with the prior subjective life experiences of the student teachers and those arising from their interactions in situated learning experiences in community settings. The contextual framework of the study focused on the development of the student teachers’ unique understandings and awareness of people with disabilities through processes of biographical situated learning. The investigation examined participants’ voluntary out-ofcourse experiences with people with disabilities across three community settings for the ways in which these experiences facilitated the participants’ emerging role understandings. These settings included respite experiences in families’ homes of young children with disabilities receiving early intervention, an after-school recreational program for primary and secondary aged children and adolescents with disabilities, and an independent living centre providing post-school options and activities for adults with disabilities. ii Two groups participated in the current study, each consisted of six student teachers in the Bachelor of Education Course at the Bathurst campus of Charles Sturt University. Group One participants were in the second year compulsory inclusive education subject and Group Two participants were in the third year elective early intervention subject. The investigation examines the nature of reflexive and reflective processes of the student teachers from subjective, conflict realities in an attempt to link community experiences with real-life issues affecting inclusive educational practices. The voluntary community experiences engaged the research participants in multi-faceted interactions with people with disabilities, providing thought-provoking contexts for their reflections on observations, responses and reactions to situations, such as critical incidents. The participants engaged in reflexive and reflective processes in records made in learning journals and in semi-structured interviews conducted throughout the investigation. Results were analysed from a constructivist research paradigm to investigate their emerging role understandings. Prior to this study there had been few practical components in the compulsory undergraduate inclusive education subject which meant that previously student teachers gained theoretical knowledge without the opportunity to apply their learning. Many student teachers had expressed their feelings of anxiety and uneasiness about what they should do and say to a person with a disability. Thus, the community experiences were selected in order to give a specific context for student teachers’ learning and to provide participants with expanded opportunities to consider their professional identity, social awareness and acceptance of people with disabilities. iii An analysis of the data demonstrated the centrality of reflection within a situated teaching and learning framework. Understandings of prior experiences and motivation were shown to interact with the outcomes of the community experiences through an on-going process of reflection and reflexivity. This reconstructing process encouraged learners to reflect on past, present and projected future experiences and reframe actions from multiple perspectives as a way of exploring alternatives within broader contexts. The data reveal the participants’ engagement in the community experiences facilitated their awareness of wider socio-cultural educational issues, while focusing their attention on more appropriate inclusive teaching and learning strategies. The reflective inquiry process of identifying diverse issues led participants to consider other possible alternatives to current community practices for better ways to support their changing perspectives on ideal inclusive classroom practices. The dialogic nature of participants’ on-going deliberations contributed to the construction of their deeper understandings of an inclusive educator’s role. The findings of the study identified external environmental and internal personal factors as contributing biographical influences which shaped the student teachers’ emerging role understandings. The results emphasised the value of contextual influences in promoting desirable personal and professional qualities in student teachers. Importantly, situated learning enhanced participants’ unique interpretations of their prospective roles. As a result of analysing their insights from interactions in community contexts, the student teachers had increased their personal and professional understandings of individuals with disabilities and broadened their perceptions of their roles as inclusive educators. Thus, the study found that encouraging a biographical reflexive and reflective orientation in participants was conducive iv to facilitating changes in their understandings. Overall, the outcomes had benefits for student teachers and teacher educators in finding innovative ways for integrating biographical perspectives into situated teaching and learning approaches. The study showed that contextual influences facilitated deeper understanding of role identity and produced new ideas about the nature of reflexivity and reflection in guiding student teachers’ learning. (Note: Appendices not included in digital version of thesis)
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Baker, Eileen M. "Including teachers in inclusion the forgotten component /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file Mb., 166 p, 2006. http://proquest.umi.com/pqdlink?did=1251863671&Fmt=7&clientId=79356&RQT=309&VName=PQD.
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Clasberry, Genevra A. Lian Ming-Gon John. "Perceptions of inclusive education held by general education teachers at different grade levels." Normal, Ill. Illinois State University, 2000. http://wwwlib.umi.com/cr/ilstu/fullcit?p9986726.
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Thesis (Ed. D.)--Illinois State University, 2000.Title from title page screen, viewed May 11, 2006. Dissertation Committee: Ming-Gon John Lian (chair), Mack Bowen, Barbara Fulk, Lanny Morreau, Margaret Shaw-Baker. Includes bibliographical references (leaves 86-94) and abstract. Also available in print.
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Mahon, Tammy A. "Responses of teachers of students with emotional disabilities to student needs and the implications of licensure training requirements." Virtual Press, 2006. http://liblink.bsu.edu/uhtbin/catkey/1344200.
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One result of the school reform movement has been changes in the teacher licensure programs. There has been a development of certain expectations in the quality of educators as well as in the educational services that are to be disseminated to students with special needs. Many states have restructured their licensure programs for special education teachers in order to adjust for the changing criteria for "high quality" teachers and to meet the demands due to shortages in the field and the current mandate for quality teachers. The state of Indiana changed its licensure requirements to incorporate a more generalist format. Categorical licenses, including ED have been discontinued in the area of special education. Teaching students with ED differs significantly than teaching other disability areas. This licensure change has resulted in fewer academic requirements in the area of ED. Therefore the new licensure format may result in less adequate preparation for future teachers to meet the diversity of needs experienced by this disability area. The level of training does effect the knowledge and skills teachers will have and their ability to provide appropriate services and placements for students with ED. Further, job stress for special education teachers of ED is a well documented role-related concern which has been linked to the levels of training and the intensity of student needs. The high attrition rate of special education teachers impacts the quality of services that students receive by limiting the growth in expertise that develops with experience. More appropriately trained teachers possess higher the quality of skills and knowledge which can be related to the quality of services provided to students and outcomes. The results of the study indicate that the more participants believed that their training was adequate, the more they were likely to believe that teaching students with ED requires a specific knowledge and skills and less likely to agree with IPSB's decision to eliminate skills associated with the categorical license program. This was a replication study and the findings supported the results of the earlier study completed by Braaten, Ulman, Merbler, and Polsgrove (2001).Department of Special Education
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Graziadei, Ann Elizabeth. "Learning outcomes of deaf and hard of hearing students in mainstreamed physical education classes." Full text available online (restricted access), 1998. http://images.lib.monash.edu.au/ts/theses/graziadei.pdf.
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Malone, Beverly E. Angell Maureen E. "Secondary level special education teachers' perspectives and self-reported practices related to the self-determination skills of high school students with disabilities." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1417813001&SrchMode=1&sid=9&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1207666444&clientId=43838.
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Thesis (Ed. D.)--Illinois State University, 2007.Title from title page screen, viewed on April 8, 2008. Dissertation Committee: Maureen E. Angell (chair), John K. Rugutt, Debra L. Shelden, Julia B. Stoner. Includes bibliographical references (leaves 104-111) and abstract. Also available in print.
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Ellman, Basil. "The experiences of teachers in including learners with intellectual disabilities." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50152.
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Thesis (MEd)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: In South Africa,' including learners with disabilities has been a concern in education since 1994. With children with disabilities, including intellectual disabilities, being increasingly included in mainstream schools, consideration needs to be given to the experiences of teachers in inclusive classrooms. Since an understanding of teachers' experiences can lead to the development of support strategies, this study sets out to explore teachers' experiences. The research design of this research is qualitative in nature and the unit of analysis is an inclusive school in the Western Cape. Data are collected through semistructured interviews, field notes and a review of school records. Interviews are held with three teachers, the school principal, the governing body chairperson (parent) and four learners. The data are analyzed using aspects of the constant comparative analysis. Three main themes, namely school factors, the learner with an intellectual disability and the role of the teachers emerge. Findings indicate that the learner with an intellectual disability can be effectively included if the school community (teachers, parents and learners) is informed and thoroughly prepared. There must also be a willingness on the part of all the role players to make a success of the inclusive process. An analysis of the experiences of teachers in this study indicates that the demands put on teachers and learners alike are challenging and that teachers need support regarding in-service training on specific strategies for successfully including learners with intellectual disabilities. An effective and collaborative support system can also provide teachers with the necessary support to approach inclusive education in a positive manner.
AFRIKAANSE OPSOMMING: Die insluiting van leerders met leergestremdhede is sedert 1994 'n brandpunt in die onderwys in Suid-Afrika. Aangesien kinders met gestremdhede, waaronder ook intellektuele gestremdhede, al hoe meer in hoofstroomskole ingesluit word, moet aandag geskenk word aan die ervarings van onderwysers in sulke inklusiewe klaskamers. Hierdie studie poog om die relevante ervarings van onderwysers te ontgin, aangesien 'n analise van sulke onderwyserservarings kan lei tot die ontwikkeling van ondersteuningstrategieë. Die navorsingsontwerp van hierdie studie is kwalitatief van aard, en die analiseeenheid is 'n inklusiewe skool in die Weskaap. Data is versamel deur middel van semi-gestruktureerde onderhoude, veldnotas en 'n oorsig van skoolrekords. Onderhoude is gevoer met drie onderwysers, die skoolhoof, die voorsitter van die beheerliggaam ('n ouer), asook vier leerders. Die data is geanaliseer deur aspekte van die 'constant comparative analysis' te gebruik. Drie temas, nl. skoolfaktore, die leerder met intellektuele gestremdhede, en die rol van die onderwysers, kom duidelik na vore. Die bevindinge bewys dat 'n leerder met intellektuele gestremdhede effektief ingesluit kan word in 'n hoofstroomskool, indien die skoolgemeenskap (onderwysers, ouers en leerders) ingelig en deeglik voorberei word. AI die rolspelers moet ook 'n gewilligheid openbaar om die inklusiewe proses suksesvol te maak. Die analise van die ervarings van onderwysers wat in hierdie studie gebruik is, maak dit duidelik dat die eise wat aan beide onderwysers en leerders gestel word, formidabel is; en dat onderwysers ondersteuning nodig het wat betref indiens-opleiding m.b.t. spesifieke strategieë vir die suksesvolle insluiting van leerders met intellektuele gestremdhede. 'n Effektiewe en onderling-ondersteunende sisteem kan ook die onderwyser van die nodige