Dissertationen: „Inclusive education – South Africa – Johannesburg“

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Mkhomi, Moses Sipho. „The role of intergroup conflict in school-based violence in the Johannesburg Central Education District Schools: towards a strategy for peace education implementation“. Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2304.

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School-Based Violence (SBV) is prevalent in South Africa and globally. SBV is one of the challenges that the South African education system is facing resulting in a new deep-rooted culture of unsafe and insecure schools. Teachers are expected to teach learners, who display antisocial behaviour. These learners swear, back chat, verbally and physically abuse and show total disrespect for teachers. The presence of such learners has turned schools into battle field. This violence is not exclusively directed to teachers, but learners are also the common victims of bullying in particular. This study therefore sought to investigate how intergroup violence impacts on the schoolbased violence. The concepts, Intergroup Conflict (IC) and gangs/gangsterism were used interchangeably to describe actions of individuals who take part in the social conflict, driven by competition, antagonism and aggression within the school context.

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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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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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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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De, Jager Marina, und 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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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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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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Layton, Delia Melanie. „A social realist account of the tutorial system at the University of Johannesburg“. Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001621.

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Using Margaret Archer’s social realist methodology, this study critically examines the construction of the tutorial system in several departments and faculties at the Auckland Park campus of the University of Johannesburg. The purpose of the study is to investigate the extent to which tutorials support the acquisition of programme and disciplinary epistemologies. Social realism calls for analytical dualism of ‘the people’ (agents) from ‘the parts’ (structure and culture). This requires the separate consideration of structures (social systems, rules, roles, practices, policies, institutions, and organisational structures like committees, units, departments, faculties), culture (ideologies, theories, beliefs and values as evidenced in discourses), and agency (people and their ability to act within and upon their own world in terms of their social roles and positions dependent on their ability to activate their emergent properties and powers). Through this investigation, an understanding was gained into how the emergent properties and powers contained within the material, ideational and agential elements helped to generate certain events and practices in the tutorial system. These generative mechanisms were examined to explore whether they enabled or constrained the construction of the tutorial system to provide epistemological access. The study shows that while many official policy documents construct the tutorial system as being an intervention to support academic success, particularly for first-years, there are some tensions within the document discourses, where, on the one hand, student success is constructed in terms of throughput numbers, or, on the other hand, as being about becoming a particular kind of person who is able to access and add to powerful knowledge. Furthermore, the study found that policies are not being consistently implemented. While certain key agents and actors, in the form of management, academics and tutors, were found to be able to overcome constraints and introduce innovative ways of enhancing access to target epistemologies, there is a need for consideration of structural and cultural constraints. For example, structures in the form of funding, venues and timetabling were found to constrain the tutorial system as did some of the discourses in the cultural domain: for example, in the form of certain dominant discourses around teaching and learning, beliefs about the purpose of the tutorial and the relationship between academics and the tutorial system. The study also found that the ontological aspects of ‘learning to be’ were not fore-grounded to any great extent in the ways in which the tutorial system was constructed. There needs to be more consideration of the ontological as well as the epistemological aspects of first-year study so as to take cognisance of the different learning needs of an increasingly diverse student body and to encourage the development of the student agency necessary for a deep engagement with the disciplinary epistemologies.

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Ngulani, Gugulethu. „Teachers’ experiences in implementing inclusive education in primary schools in Johannesburg East district, Gauteng Province“. Diss., 2020. http://hdl.handle.net/10500/27418.

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According to the Department of Education White Paper 6 of 2001, all learners have the right to learn at any school of their choice without being discriminated because of their barriers to learning. The aim of this study was to investigate teachers’ experiences in implementing inclusive education in primary schools in Johannesburg East district, Gauteng Province. The study sought to establish the teachers’ experiences in the implementation of inclusive education in primary schools. The researcher used qualitative method to conduct the study to get in-depth information on the teachers’ experiences in the implementation of inclusive education in primary schools. Five level 1 teachers and five Heads of Departments (HODs) were purposively sampled for the study in five different schools in the Johannesburg East district, Gauteng. Data were collected through in-depth interviews as this allowed participants to elaborate on their responses. Participants were also observed in their respective classrooms. Data was analysed to identify recurring themes. It emerged from the study that many teachers have not been adequately trained on implementing inclusive education in primary school classrooms; many schools do not have adequate resources and there is very little support from the relevant stakeholders. The study makes recommendations for the Department of Basic Education (DBE) to workshop teachers more often on inclusive education, to supply more resources in schools and for relevant stakeholders to support teachers at schools.
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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Khumalo, Mbalenhle Sijabulile. „The provision of Library and Information Services to offenders in South Africa with reference to Leeuwkop and Johannesburg correctional services“. Diss., 2020. http://hdl.handle.net/10500/27336.

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A need to correct the behaviour and deeds of people who have been incarcerated has been in the plans of the South African Government for a number of years now. Shifting from being punishment to rehabilitation centres, the correctional places have the aim to rehabilitate and prepare inmates to be included in and accepted by the society beyond their incarceration period. Qualitative and quantitative approaches were adopted. The case study design was employed to provide the researcher with the flexibility to gather data after an in-depth study of the LIS in Leeuwkop and Johannesburg correctional centres. The targeted population was the Department of Correctional Services (DCS) officials in charge of the LIS, Gauteng Department of Arts and Culture (DAC), City of Johannesburg (CoJ) municipality LIS Department and offenders from the Leeuwkop and Johannesburg correctional services. The purposive sampling technique was used to select the sample for the study. Interviews were held with six Leeuwkop and Johannesburg DCS officials, one official from the City of Johannesburg LIS Department responsible for project management, and two officials from the Department of Arts and Culture. Questionnaires were administered to Leeuwkop and Johannesburg offenders. Triangulation was used to provide different views and opinions during the data analysis. The qualitative data was analysed thematically while the quantitative data was analysed numerically with tables and graphs. Ethical considerations were taken into account by acknowledging authors and providing consent forms to the participants. The study established that there was a provisional policy for correctional services libraries in Gauteng. However, most libraries did not utilise it as they rather used other policies. This is due to the fact that libraries are not autonomous but are under the formal authority of the Department of Education and Sport, Recreation, Arts and Culture (SRAC). Most inmates knew about the LIS facilities in their centres. However, the study found out that the materials stored in the libraries were out-dated and limited. Additionally, most centres did not have programmes to rehabilitate offenders while they are within the correctional facilities and to reintegrate them back into the society after their release. The study recommends that another study be done pertaining to the mandate and development of policies for the DCS libraries.
Information Science
M. Inf.

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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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Petje, Rangwato Boledi. „The returns to education in the city of Johannesburg“. Thesis, 2017. http://hdl.handle.net/10539/23130.

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A research report submitted to the Faculty of Commerce, Law and Management, University of the Witwatersrand in 50% fulfilment of the requirements for the degree of Master of Management in the field of Public and Development Management. June, 2017
A way to better understand the returns for investing in education is to identify the gap between education and employment. This issue has been identified not only in South Africa but worldwide. However, while it focuses on the challenges of employability there has been little research on the value of education in relation to employability and career development amongst workers’ productivity in public sector organisations. For this reason, a basic interpretative qualitative study is developed which explores this relationship with a focus on the value of the City of Johannesburg’s (COJ’s) subsidised education scheme in terms of its returns to organisational growth and human development. Through semi-structured interviews and thematic data analysis of employees’ perceptions, it is found that self-enrichment or personal development outweighs organisational benefits. A culture of life-long learning for the COJ employees has been created without the implementation of mentoring and succession planning to minimise mismatches in the workplace in order to enhance productivity.
MT2017

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Hlongwana, B. C. „Challenges facing educators in the implementation of inclusive education“. Thesis, 2007. http://hdl.handle.net/10530/575.

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Submitted in fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 2007.
The aim of this investigation was to establish the challenges facing educators in the implementation of inclusive education. From the literature study it emerges that inclusive education constitutes a challenge to the education system in South Africa, in particular to mainstream educators. Successful implementation of inclusive education requires educators to have a positive attitude, be flexible and critical, creative and innovative in their approach to teaching and learning. Educators are expected to have the necessary knowledge, skills, competencies and support to accommodate a wide range of diversity among learners in an inclusive classroom. They must be able to select appropriate teaching strategies to achieve specific outcomes. Effective inclusion will only stay a dream if educators do not have the necessary training, support systems and appropriate resources. For the purpose of the empirical investigation a self-structured questionnaire, to be completed by educators from primary schools, was utilised. The data obtained from the completed questionnaires were analysed and commented on by means of descriptive statistics. In conclusion a summary was presented on the findings of the literature review and empirical investigation and the following are some of the recommendations that were made: > Opportunities for in-service training regarding inclusive education must be made available to mainstream educators. > The Department of Education must provide adequate support to educators concerning all aspects of inclusive education.

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Mashiya, Joyce Nontokozo. „Educator's attitudes towards inclusive education“. Thesis, 2003. http://hdl.handle.net/10530/744.

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A dissertation submitted to the Faculty of Education in fulfillment or partial fulfillment of the requirements for the degree of Master of Education in the Department of Educational Psychology and Special Education at the University of Zululand, 2003.
The present investigation had three objectives. The first aim was to examine educators' attitudes towards inclusive education. The second aim was to determine the extent to which educators were influenced by factors such as qualifications, age, gender, phase, experience, and class size. The third aim was to find out whether educators who have contact with special education personnel, hold positive attitudes towards inclusive education. The questionnaire was administered to groups of black and white educators teaching in mainstream settings, a remedial centre and in a pilot school for inclusive education in KwaZulu-Natal. Fifty-eight percent of the educators were found to have negative attitudes towards inclusive education, whereas forty-two percent displayed a positive attitude towards inclusive education. Results also indicated that the variables of age, gender, qualification, experience, grade and class-size have an influence on educators' attitudes towards inclusive education. The results furthermore show that fifty-nine percent of educators did not have contact with special education personnel and that the majority of this group hold negative attitudes towards inclusive education. Forty-one percent of educators had contact with special education personnel and the majority of this group had positive attitudes towards inclusive education. Therefore, it is concluded that educators' contact with special education personnel influenced their attitudes towards inclusion of disabled learners in mainstream settings.

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Zisanhi, Daniel. „Towards quality science education through quality assurance in Johannesburg South district : South Africa“. Thesis, 2018. http://hdl.handle.net/10500/24469.

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This study examined the nature of quality assurance frameworks in science education and the factors negatively affecting the quality of science education in the Johannesburg South district. The study explored the quality assurance practices, challenges that impede the attainment of quality science education in schools and the impact of quality assurance on the quality of science education. The Integrated Quality Management System, which encompasses whole-school evaluation, is the main policy used in secondary schools’ quality assurance system. A mixed methodology design was used in the research. The data collected was both qualitative and quantitative and was obtained from both primary and secondary sources. The qualitative data provided research opportunities which extended the type of information collected. It implied an interpretive or subjective approach with the focus being on how the respondents experienced and understood the quality assurance processes. Concurrent triangulation designs or convergent parallel design was used in order to develop a complete understanding of the research problem by obtaining different but complementary data for validation purposes and enhancing triangulation. Quantitative and qualitative data was collected at the same time and the findings were integrated in order to understand deeper the quality assurance mechanisms applied in science education. The use of multiple perspectives, theories and research methods resulted in rich information being gathered for analysis. The study revealed that quality assurance practices, ranging from Integrated Quality Management System, Whole-school Evaluation and Assessment Quality Assurance among others, had a positive influence on the quality of science education. The results indicated that quality assurance policies and mechanisms present were followed by schools and the district support helped to improve the quality of science education. The presence of quality assurance policies and mechanisms had a positive bearing on the quality of science education. The lack of infrastructural resources, non-availability of laboratory technicians, science educator work overload, parents’ non-involvement in academic support, poor learner subject selection criteria and non-rigorous quality assurance follow-up mechanisms were the main factors hindering the quality of science education.
Educational Studies
D. Phil. (Education)

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Rich, Timothy Rogan. „Design of a further education & training college in Hillbrow“. Thesis, 2011. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000231.

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Yeni, Nombulelo Priscilla Esther. „Creating inclusive schools : critical considerations for school management teams“. Thesis, 2012. http://hdl.handle.net/10413/9352.

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A qualitative case study of critical consideration for the SMT in developing inclusive schools is reported in this study. The study was conducted in one rural district in the south coast area in the province of KwaZulu-Natal. The aim of the study was to determine the SMT’s understanding of inclusive education and to establish what they consider as important in ensuring that their schools are inclusive. Lastly, it sought to identify the challenges that they faced in making their school inclusive. This was a single case study. The study targeted 5 SMT members who were involved in a focus group interview. Data analysis in the study influenced by systems theory. The two concepts defined are inclusive education and school management teams. Both the theoretical framework and the theory were used as lenses to understand the critical considerations for the SMTs in developing inclusive schools. The findings gathered from the study indicate that the SMT had very limited and often distorted understanding of the policy of inclusive education. It was also clear that they are not sure of what they consider critical for them as the SMT in the process of developing inclusive schools. At the same time they were able to indicate many challenges that they are faced with in their school. The findings suggest that this might be lack or inappropriate training on inclusive education as well as misunderstandings on inclusive strategies. The study concludes that the introduction of policy processes that requires implementation should ensure that all stakeholders involved are brought on board. It is important to get buy in from other educators to embrace diversity and understand the purpose. The process of paradigm shift is difficult to individuals especially when there are so many changes in the system, people tend to resist change.
Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

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Skrebneva, Iliana Viktorovna. „Supporting deaf learners in inclusive education settings in South Africa“. Diss., 2010. http://hdl.handle.net/10500/3836.

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The inclusive paradigm requires that deaf learners are educated in regular schools. In the process of implementing inclusive policies educators often feel that they lack the necessary knowledge and experience to provide effective support for deaf learners. As a result these learners are seldom effectively catered for in regular settings and frequently tend to experience frustration and failure. This research attempted to investigate the nature and manifestations of deafness in primary school learners in order to determine effective strategies to identify and address the diverse needs of deaf learners in the regular schools. A qualitative study was conducted and data was gathered by observations and interviews with three experienced educators. The results of the empirical findings were confirmed with the literature study in order to compile practical guidelines to assist educators to support deaf learners in inclusive education settings in South Africa effectively.
Educational Studies
(M. Ed. (Inclusive Education))

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Skrebneva, Iliana Viktorovna. „Supporting deaf learnes in inclusive education settings in South Africa“. Diss., 2010. http://hdl.handle.net/10500/3836.

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The inclusive paradigm requires that deaf learners are educated in regular schools. In the process of implementing inclusive policies educators often feel that they lack the necessary knowledge and experience to provide effective support for deaf learners. As a result these learners are seldom effectively catered for in regular settings and frequently tend to experience frustration and failure. This research attempted to investigate the nature and manifestations of deafness in primary school learners in order to determine effective strategies to identify and address the diverse needs of deaf learners in the regular schools. A qualitative study was conducted and data was gathered by observations and interviews with three experienced educators. The results of the empirical findings were confirmed with the literature study in order to compile practical guidelines to assist educators to support deaf learners in inclusive education settings in South Africa effectively.
Educational Studies
(M. Ed. (Inclusive Education))

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Lake, Nicola. „Teachers' teaching strategies in a sample of South African inclusive classrooms“. Thesis, 2016. http://hdl.handle.net/10539/22811.

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A research report submitted in partial fulfilment of the requirements for the degree of Master of Arts in Psychology by coursework and research report in the faculty of Humanities, University of the Witwatersrand, Johannesburg, 2010
The study explored how teachers in mainstream schools in South Africa attempt to ensure all learners are included in the classroom as active participants. Inclusive education has been the educational policy in South Africa since 2001 and teachers are invaluable in implementing it, thus this research explored what teachers do in the classroom to ensure all learners are included as active participants. In particular the study explored whether teachers use learner-centred and differentiated instruction, strategies recommended for the inclusive classroom. Barriers and differences among learners that teachers consider in ensuring inclusion of learners in the curriculum and classroom as well as factors that hamper their ability in ensuring inclusion of learners were also explored. The sample of the study consisted of 14 teachers from four primary schools in the Johannesburg East region. Three focus groups and one individual interview were conducted. Questions looked at teaching strategies teachers use in their inclusive classrooms, factors among learners they consider in creating inclusive lessons and factors that hamper their implementation of inclusive education. It was found that teachers view learner-centred and differentiated instruction as useful within the inclusive classroom and they indicated that they do use these strategies. However, teachers indicated that they have received insufficient pre and in-service training for such strategies and for inclusive education in general and that there is thus a need to improve pre and in-service training for inclusive education. Moreover, commonly occurring factors such as large classes, limited resources, heavy workload, insufficient support services and time constraints were argued to make such strategies difficult to use. In discussing differences among learners considered in creating inclusive lessons teachers focused on cognitive and academic differences, while differences in culture, learning styles, interests, personality and socio-economic background were discussed infrequently. Barriers that teachers discussed as important to accommodate for in the inclusive classroom included hearing, visual and emotional barriers and poor concentration. Language was also identified as an important barrier to accommodate for. The family were identified as an important resource in achieving the goals of inclusive education, however it was indicated that there is a lack of family involvement. Limitations of the study are also discussed as well as directions for future research.
GR2017

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Mabaso, Rhulani Gilbert. „Managing the implementation of inclusive education in public primary schools“. Thesis, 2014. http://hdl.handle.net/10210/9826.

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M.Ed. (Education Management)
The White paper 6 advocates the introduction of inclusive education in all public schools in South Africa, where all learners irrespective of their abilities, would have to be taught together.That leaves educators with the biggest challenges. Among others, the educators must change their method of teaching in order to be able to deal with multi-lingual and multi-cultural classrooms. Moreover, educators are expected to change their attitudes and perception on learners with special educational needs. In addition, they should be reskilled to serve as managers, counsellors and consultants. However, in South Africa there is no single model that could be used to address all the challenges left by the legacy of apartheid in public primary schools. The purpose of this study is to contribute and add to the existing body of knowledge on the challenges facing educators in implementing inclusive education. In order to accomplish this aim, the main endeavour is to reveal the biggest challenges facing educators in implementing inclusive education in public primary schools and to highlight the implications of inclusive education in schools. The researcher used the critical qualitative action research approach to probe eight educators and school principals regarding their training, whether they have the necessary skills to deal with the implementation of inclusive education in their mainstream schools and probing them about effective models of inclusion that are applicable to their schools. The research sample was randomly selected from two public primary schools in Gauteng Province in District 011. Interviews, classroom observation and closed questionnaires were used as instruments of obtaining relevant data. In this study, interaction schedules, coupled with other data processes such as inductive analysis and verifications were used to analyze data. Data collected was catergorise into themes and comparisons were made on patterns that appeared and reappeared during this study. The research study revealed that, there is a need for a change or shift from traditional practice to new paradigms where teachers as reflective practitioners, are expected to take a closure, critical look at their way of teaching, as dictated by the new curriculum. Furthermore, the study revealed that there is a need for a shift from a medical model to a understanding system located within an understanding of barriers to learning. Secondly, perceptions of educators on learners with barriers should change. Furthermore, there is a need of giving learners extra support so that they can fit or be integrated into the mainstream classrooms. Moreover, assessment should cater for diverse needs of all learners and very crucial, there should be a shift from pedagogy of exclusion to a pedagogy of possibilities that takes into consideration barriers to learning, different intelligences and learning styles. In order for the implementation of inclusive education to take place smoothly in public primary schools, the researcher recommended that: schools should develop effective partnership with parents, organizations and other community stakeholders. The Department of education in conjunction with schools should embark on an advocacy campaign. Furthermore, the Department of education should strengthen the site-based support teams (SBST) and ensure that educators receive quality training in inclusive education for human resource development and lastly, the Department should ensure that special schools are strengthened as resource centres.

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Sandler, Genevieve Ann. „The implementation of inclusive education in South African private schools: perceptions of parents“. Thesis, 2017. https://hdl.handle.net/10539/24558.

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A research report submitted in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology) in the faculty of Humanities, University of the Witwatersrand, Johannesburg, 2016
This study aimed to explore parents’ perceptions on inclusive education in private South African schools with the focus on two inclusive practices: bridging classes and classroom facilitators. The sample for this study consisted of 10 parents from two private schools in the northern suburbs of Johannesburg. A semi-structured in-depth interview schedule was devised to examine parents’ perceptions on the support and inclusive practices offered within their schools. The results indicated that majority of parents found bridging classes to be more beneficial than classroom facilitators in assisting children experiencing barriers to learning. Furthermore, results demonstrated that the quality of teaching ultimately influences the success of inclusive education within the school.
XL2018

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Wongo, Nomathamsanqa. „Negotiating identities: experiences of rural migrant learners in an urban school in Johannesburg“. Thesis, 2016. http://hdl.handle.net/10539/20721.

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Thesis (M.Ed.)--University of the Witwatersrand, Faculty of Humanities, School of Education, 2016
Due to the contextual difference between rural schools and urban school, many rural learners have migrated to urban schools. The rural population movement in the urban contexts has resulted in an increased number of rural learners in urban schools and also contributed in the diversity of cultures, ethnicities and races in urban schools making it difficult for teachers to respond to every learner’s needs. This study hypothesises that rural learners are likely to face challenges in terms of inclusion and negotiating their identities in the new urban schools. This study describes the challenges faced by rural migrant learners in new urban school, and how these migrant learners construct their identities in the new urban context. The study focusses on one primary school in Johannesburg that has a large influx of rural learners over the years. Using the key concepts of social identity, social inclusion and social exclusion, this describes the lived experiences of migrated learners and how they negotiate their identities in a new urban context. Findings show that migrated learners face inclusive challenges both academically and socially and challenges in adapting to the new urban school environment. The factors that caused academic challenges were: language barrier, difficult subjects, and teachers’ intervention. Social challenges were, adapting to a new environment, interacting with other learners and learning a new culture of the school.

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Plessie, Bonolo Puleng. „Arts education: exploring dialogical artistic practice in the city of Johannesburg“. Thesis, 2017. https://hdl.handle.net/10539/24590.

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A research report submitted to the Faculty of Humanities, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Arts in Fine Arts, 2015
This research explores the dialogical in arts pedagogy. This form of pedagogy is understood to allow for both the learner and educator to participate by exchanging experiences without the one being more superior to the other (Freire 1968, p. 169). In this thesis I use the Zulu term Inkulumo-Mpendulwano, which, rudimentarily, means dialogue. Broken down, Inkulumo means to talk or to have a conversation and Mpendulwano means to respond. However, I also use the term Ukufundisa, which means “to teach” but also “to instruct” and “to school” which is an authoritarian way of teaching. What is emphasised in this research is not only the potentiality of InkulumoMpendulwano interactions which can be adapted in the classroom as well as curated spaces, but by introducing different terminologies I attempt to reimagine the language and practices associated with arts education. This further engages with the possibility of changes in terminology and vocabularies, how the written and spoken is understood differently and how visual and spatial modes become central to changing the learner/teacher dynamic. This dissertation exemplifies two cases of the dialogical arts pedagogy. The first is a case study of Keleketla! Library and the second is a participatory action research approach where I work as an artist-educator for the practical component of this research entitled Artucation Programme. The outcome of this research is a written dissertation and a creative project that investigates InkulumoMpendulwano interactions in arts education.
XL2018

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Mabena, Sibongile Patience. „Teaching strategies used in an inclusive primary school classroom : a case study“. Thesis, 2014. http://hdl.handle.net/10210/10021.

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M.Ed. (Educational and Learning Support)
The research problem addressed in this research essay focused on the teaching strategies that were used by the teacher in the classroom to facilitate inclusion. The investigation was carried out with the aim of exploring these teaching strategies. The South African Constitution supports the inclusion of learners with barriers to learning and development in regular classrooms as a human rights issue. This right is further underpinned by White Paper 6, which compels all the schools to admit and accommodate these learners in their classrooms. One of the aims of inclusion is quality education for all. The change to inclusion implies that teachers are required to adapt their teaching strategies to accommodate all learners in their classrooms. This means that teachers need to be trained in the relevant teaching skills if they are to accommodate the needs of all learners in their classrooms. Qualitative research methods were used for data collection and analysis. The literature review in this investigation was confined to inclusive teaching strategies, the teacher used to accommodate learners with barriers to learning in her classroom. It also included the development of an inclusive education and training system, the principles of inclusive teaching strategies and the role of the educator in response to change. To identify the school and a suitable classroom for observation, purposive sampling was used. Two individual interviews and four observations were used to collect data. Data collection took place in a classroom situation were the researcher observed the strategies the teacher used to include all learners in the classroom. Data analysis in this study was done using the constant comparative method. Findings indicated that the teacher adapted her teaching strategies to accommodate learners with barriers to learning and development in her classroom. The strategies she used were co-operative learning, direct instruction and motivation. She has found the value of collaborating with colleagues and thus began the process of teacher support. The Education Support Services can use the findings of the investigation towards the structuring of training for teachers in inclusive settings.

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Mthembu, N. N. „Primary school educator’s readiness for inclusive education“. Thesis, 2009. http://hdl.handle.net/10530/546.

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Submitted in partial fulfillment of the requirements for the degree MASTER OF EDUCATION In the Department of Educational Psychology and Special Education of the Faculty of Education at the University of Zululand, 2009.
The aim of this investigation was to establish primary school educators’ readiness for inclusive education. From the literature study it emerges that inclusive education constitutes a challenge to the education system in South Africa, in particular to mainstream educators. Successful implementation of inclusive education requires educators to have the necessary knowledge, skills, competencies and support to accommodate a wide range of diversity among learners in an inclusive classroom. They must be able to select appropriate teaching strategies to achieve specific outcomes. Effective inclusion will only stay a dream if educators do not have necessary training, support system and appropriate resources. For the purpose of the empirical investigation a self-structured questionnaire, to be completed by educators from primary schools, was utilized. The data obtained from the complete questionnaires were analyzed and commented on by means of descriptive statistics. In conclusion a summary was presented on the findings of the literature review and empirical investigation and the following are some of the recommendations that were made: • Opportunities for in-service training regarding inclusive education must be made available to mainstream educators. • Pre-service training courses to address the special needs of LSEN should form part of the curriculum at institutions that train educators. The Department of Education must provide adequate support to educators concerning all aspects of inclusive education.

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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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Groeneveld, Wendy. „The extent to which grade 7 educators in a full-service school apply differentiated instruction to promote inclusive teaching and learning“. Thesis, 2016. http://hdl.handle.net/10539/20698.

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A research report submitted to the Faculty of Humanities, University of the Witwatersrand, in partial fulfillment for the degree of Masters of Education by coursework and research report. Johannesburg, March 2016
Educators at full-service schools in South Africa are required by policy, to respond to the diversity of learners in the classroom by means of differentiating the learning environment, teaching methods employed and the manner in which the learners are assessed. Within the South African context, three studies relate specifically to differentiated instruction and multi-level teaching: Nel, Kempen and Ruscheinski (2011); de Jager (2013); Walton, Nel, Muller and Lebeloane (2014). The above research was concerned with using differentiated instruction to modify the curriculum of the ‘Learn Not To Burn’ Programme to make it accessible for learners at a special school, challenges with regard to implementing differentiated learning activities within a high school context and investigating responses of educators at a full-service school in the long term, to training they had undergone in multi-level teaching. The topic of this study aims to explore and describe Grade 7 Mathematics and English First Additional Language educators’ understanding, knowledge of and ability to apply differentiated instruction in relation to inclusive teaching and learning within a full-service school. The research was conducted at two, full-service schools in Gauteng, over the course of three weeks. There were six participants in total, including three Grade 7 Mathematics and three Grade 7 English educators. A qualitative research methodology was adopted. Data was collected by means of an initial questionnaire, a preliminary interview, classroom observations, document analysis (analysis of lesson plans and assessment tasks) and post-observation interviews. The patterns which arose from the data analysis were determined by initially summarising the data at an individual level for each participant and then comparing the six participants’ responses with each other in relation to the codes. An analysis of the GPLMS lesson plans indicated that the lesson plans specified core concepts of the curriculum, essential questions relating to the topic were evident, where the topic was divided into specific units to be covered in a particular order. Curricular strategies in relation to content, process and product were stated. However, a key pattern to emerge was that there is an over-reliance on GPLMS lesson plans as opposed to independent planning for differentiation. During classroom observations, the Grade 7 Mathematics and English educators identified big ideas when covering the curriculum, visual supports were evident; the educators varied the format of their instruction and demonstrated sensitivity to the learning needs of individual learners that had been identified during the lessons. While ‘common sense’ inclusive practices were observed, they cannot be described as differentiated instruction per se. The third pattern to emerge was that assessments were not differentiated optimally, as the focus was centred too heavily upon curriculum coverage and ensuring performance on the Annual National Assessment (ANA) exams. Results from this research suggest that at a basic level, some aspects of differentiated instruction are being included in Grade 7 Mathematics and English classrooms in full-service schools in Gauteng. This is not at a sufficient level to facilitate transformation and inclusion. (Key Words: Transformation, inclusion, differentiated instruction, full-service school, GPLMS lesson plans, curricular strategies, assessment tasks).

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„Establishing a sustainable early childhood development centre in Orange Farm“. Thesis, 2015. http://hdl.handle.net/10210/14349.

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M.Com.
This study investigated the possibility of establishing a sustainable early childhood development centre in Orange Farm by means of a literature review and practical research. The main objective was to evaluate the current early childhood development situation of ‘Orange Farm Day & Nite Day Care Centre’ at Orange Farm, Stretford Extension 2, to understand what typifies early childhood development best practices by using an excellent early childhood development centre in Mondeor, ‘Top Kids’, as a comparable model. The research strategy was to interview key stakeholders pertinent to the delivery of this research’s objective. These were stakeholders who could define the needs of the target audience (community, teachers, parents, centre owners and children), in terms of early childhood development in order to identify challenges and best practices...

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Mayaba, Phindile Lungile. „The educators' perceptions and experiences of inclusive education in selected Pietermaritzburg schools“. Thesis, 2008. http://hdl.handle.net/10413/958.

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After the first democratic elections in 1994 the South African government was faced with the enormous challenge of blending a sophisticated First World education system for the minority with an underdeveloped Third World education system for the majority. The government committed itself to the principles of an inclusive education approach in order to provide equal quality education for all learners. The focus of the inclusive education will be to provide education for all learners (not only for the disabled) who for one or more reasons were discriminated against under the previous education policy. The aim of this study was to investigate the educators’ perceptions and experiences of inclusive education in schools where it is being implemented in Pietermaritzburg. The study also looked at the nature of concerns and attitudes held by these educators. Both a literature and empirical study were executed. The quantitative and qualitative approaches were used and data were collected by semi-structures questionnaires administered to thirty educators from schools where inclusive education is being implemented. Quantitative data was analysed using the descriptive statistics. A thematic analysis technique was used to analyse qualitative data. The results were presented against the central themes that emerged and include: inclusive education is challenging by its very nature; negative attitude towards inclusive education and learners with barriers to learning; negative perception towards adapting the curriculum to learners with barriers to learning; availability / lack of resources and support needed in inclusive classrooms; areas of needs in working with learners with barriers to learning; and many learners’ needs are not being met, while educators’ workload and stress have increased. A general sense of negativity was found with regard to the educators’ perceptions and attitudes towards inclusive education. They indicated that they were not well prepared for inclusive education. Recommendations were made to facilitate improving the preparedness or readiness of the educators, for inclusive education in inclusive schools in the Pietermaritzburg area.
Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.

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Singh, Reshmika. „Parental attitudes towards, and their understanding of, barriers to learning and development“. Thesis, 2019. https://hdl.handle.net/10539/28628.

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A Master’s Thesis Submitted to the Faculty of Humanities School of Human and Community Development Psychology For the Degree of Masters in Educational Psychology University of the Witwatersrand, Johannesburg 2019
Inclusive education, a system adopted in post-apartheid South Africa, is an education system which seeks to protect the rights of all learners, irrespective of the barriers to learning and development which they may be facing. It is based on the premise that all learners have the right to an education, and that the education system needs to ensure that they have the appropriate systems in place to ensure that this right is protected. Barriers to learning and development impedes the learning process, and they need to be addressed in order for the basic need of education to be met. One of the key stakeholders in overcoming barriers to learning and development, and ensuring the successful implementation of inclusive education, are parents. This exploratory and descriptive qualitative study aimed to explore the manner in which parents conceptualise barriers to learning and development, and their attitudes towards them. Seven parents participated in individual interviews, and the data from the interviews were analysed using thematic analysis. Participants were parents of school-going children, who had placed their child in one specific mainstream school in Lenasia. The analysis of the interviews revealed that parents hold an overall positive view of inclusive education, but that this perception shifts to a more negative one in light of considering the impact it might have on their own children. Parents are also able to identify barriers to learning and development being faced by the general population of learners in South Africa; these included language and cultural barriers, socio-economic deprivation, transport barriers, as well as large classrooms, and a lack of discipline within classrooms. Most of the participants’ responses regarding the barriers to learning being faced by their own children related to barriers within the chosen school, such as teacher attitude and teacher competence, as well as a perceived lack of support from the school. Finally, parents regarded parental involvement as a central contributing factor to the successful education of their children.
XL2019

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Naidoo, Primmithi. „An exploration of teaching practices of special needs educators in the context of building an inclusive education system“. Thesis, 2005. http://hdl.handle.net/10413/3675.

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In the past learners with disabilities have experienced severe forms of discrimination, isolation and separation. They were perceived as persons with deficits and in need of help. They were separated from society as they were considered to be inadequate people. The discriminative practices against learners with disabilities and the doctrines of apartheid that contributed to discrimination and separation on racial differences resulted in learners with disabilities being doubly handicapped. The discrimination against learners with disabilities is largely the result of adherence to the medical model and deficit theory to disability. However, the current trends which support the social rights theory and ecological systems theory to disability which are consistent with the Constitution and its Bill of Rights, adopts an inclusive approach and promotes equal rights and equal opportunity to all people, including learners with disabilities. This commits schools to enrolling learners with disabilities and providing equal education opportunities for them. To provide a meaningful educational experience for all learners, education structures need to be enabled, and attitudes, teaching and learning methodologies, and the curriculum changed to reflect inclusive values. Furthermore, Education White Paper 6 (DoE, 2001) clearly states that classroom educators are the primary resource for achieving the goal of inclusive education. This implies that educators will need to be empowered to change their attitudes, refine their teaching practice and where necessary, develop new ones. Hence, this study aims to explore the teaching practices of special needs educators in the context of building an inclusive education system. A qualitative case study approach was adopted in this study, whereby six participants who were teaching at special schools were interviewed using a semi-structured interview schedule, exploring their day to day teaching practices. The findings reveal that the teaching practices of special needs educators are in line with inclusive practices that could benefit mainstream educators. Special needs educators adjust and adapt their teaching practice to accommodate and address the diverse needs of all the learners so that each individual learner receives a learning experience that "fits". However, acknowledgement and recommendations are made with regard to the challenges encountered when adapting teaching practices.
Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2005.

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