Classroom inclusion practices in support of learners with dyslexia
- Authors: Matlebjane, Mamoshabe Suzan
- Date: 2021
- Subjects: Dyslexic children - Education , Inclusive education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/486750 , uj:44284
- Description: Abstract: This research study investigated the classroom inclusion practices in support of learners with dyslexia. The chosen theoretical framework to guide the study was the Phonological deficit theory. Phonological deficit theory is grounded on the certainty that people diagnosed with dyslexia have difficulties when it comes to phonological processing, regardless of their intelligence quotient (Snowling, 2006, p.35). The research paradigm that led to this research is the interpretive constructionist paradigm. The study investigated whether the initiatives taken by teachers to include learners with dyslexia in the classroom are effective and accommodate their needs. The study adopted the phenomenological research design. The lived experiences of the participants are also examined (Creswell, 2007). A purposive sampling technique was used to identify participants. Six teachers from different schools were approached. Questionnaires were used to collect data for the study. The interpretive phenomenological analysis technique was used to examine the data collected... , M.Ed. (Educational Psychology)
- Full Text:
- Authors: Matlebjane, Mamoshabe Suzan
- Date: 2021
- Subjects: Dyslexic children - Education , Inclusive education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/486750 , uj:44284
- Description: Abstract: This research study investigated the classroom inclusion practices in support of learners with dyslexia. The chosen theoretical framework to guide the study was the Phonological deficit theory. Phonological deficit theory is grounded on the certainty that people diagnosed with dyslexia have difficulties when it comes to phonological processing, regardless of their intelligence quotient (Snowling, 2006, p.35). The research paradigm that led to this research is the interpretive constructionist paradigm. The study investigated whether the initiatives taken by teachers to include learners with dyslexia in the classroom are effective and accommodate their needs. The study adopted the phenomenological research design. The lived experiences of the participants are also examined (Creswell, 2007). A purposive sampling technique was used to identify participants. Six teachers from different schools were approached. Questionnaires were used to collect data for the study. The interpretive phenomenological analysis technique was used to examine the data collected... , M.Ed. (Educational Psychology)
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Exploring the challenges that are faced by teachers in the implementation of inclusive education at Grade 9 level in Johannesburg North District schools in South Africa
- Authors: Makuya, Dzivhuluwani
- Date: 2021
- Subjects: Inclusive education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/486287 , uj:44229
- Description: Abstract: Please refer to full text to view abstract. , M.Ed. (Inclusive Education)
- Full Text:
- Authors: Makuya, Dzivhuluwani
- Date: 2021
- Subjects: Inclusive education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/486287 , uj:44229
- Description: Abstract: Please refer to full text to view abstract. , M.Ed. (Inclusive Education)
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The role of school management teams in developing an inclusive education culture in secondary schools
- Authors: Ramango, Seipati Patricia
- Date: 2021
- Subjects: School management teams , High school teachers , Inclusive education
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/486795 , uj:44290
- Description: Abstract: This study explored the role of School Management Teams (SMTs) in developing an inclusive education culture in secondary schools. Inclusive education embraces the notion that the needs of diverse learners can be catered for in mainstream education. The theoretical framework underpinning the study is social justice, which is premised on the dimensions of recognition and redistribution. Social justice seeks a more just distribution of resources through reclaiming, appropriating, sustaining, and advancing equity, equality, and fairness in social, economic, educational and personal dimensions. A social constructivist worldview was brought to this qualitative study. A multiple-case study design using three, full-service secondary schools within the same school district formed the case selection. The sample included a township, a semiurban and a suburban school. Data were collected through six focus group interviews, three with SMTs, and three with teachers in each school. Interview data were complemented by observation data from SMT and SBST meetings. Thematic data analysis was applied to each case and then across the three cases. The findings revealed that SMTs do not have a thorough conceptualisation of the inclusive education concept. However, in all three cases, both SMTs and teachers, have moved towards acceptance and non-discrimination of learners, thus supporting social justice practices. It is concerning that SMTs have not fully grasped the Screening Identification Assessment and Support (SIAS) policy requirements, which hinders an understanding of their role. As a result, they do not lead inclusivity adequately. Furthermore, it appears that SMTs are overwhelmed by challenges brought on by inclusive education, including parents' denial about their children's learning barriers, the lack of relevant resources, and inclusive pedagogy training. The study proposes a framework that clarifies the role of the SMT in facilitating inclusivity. The framework posits the need for visionary, strategic and social justice leadership, focuses on ways to transform the school culture and offers practical guidance for translating the SIAS policy into practice. , Ph.D. (Educational Leadership and Management)
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- Authors: Ramango, Seipati Patricia
- Date: 2021
- Subjects: School management teams , High school teachers , Inclusive education
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/486795 , uj:44290
- Description: Abstract: This study explored the role of School Management Teams (SMTs) in developing an inclusive education culture in secondary schools. Inclusive education embraces the notion that the needs of diverse learners can be catered for in mainstream education. The theoretical framework underpinning the study is social justice, which is premised on the dimensions of recognition and redistribution. Social justice seeks a more just distribution of resources through reclaiming, appropriating, sustaining, and advancing equity, equality, and fairness in social, economic, educational and personal dimensions. A social constructivist worldview was brought to this qualitative study. A multiple-case study design using three, full-service secondary schools within the same school district formed the case selection. The sample included a township, a semiurban and a suburban school. Data were collected through six focus group interviews, three with SMTs, and three with teachers in each school. Interview data were complemented by observation data from SMT and SBST meetings. Thematic data analysis was applied to each case and then across the three cases. The findings revealed that SMTs do not have a thorough conceptualisation of the inclusive education concept. However, in all three cases, both SMTs and teachers, have moved towards acceptance and non-discrimination of learners, thus supporting social justice practices. It is concerning that SMTs have not fully grasped the Screening Identification Assessment and Support (SIAS) policy requirements, which hinders an understanding of their role. As a result, they do not lead inclusivity adequately. Furthermore, it appears that SMTs are overwhelmed by challenges brought on by inclusive education, including parents' denial about their children's learning barriers, the lack of relevant resources, and inclusive pedagogy training. The study proposes a framework that clarifies the role of the SMT in facilitating inclusivity. The framework posits the need for visionary, strategic and social justice leadership, focuses on ways to transform the school culture and offers practical guidance for translating the SIAS policy into practice. , Ph.D. (Educational Leadership and Management)
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Intermediate phase teachers’ perceptions of their inclusive pedagogy
- Authors: Koen, Lizelle
- Date: 2020
- Subjects: Inclusive education , Student-centered learning
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/478986 , uj:43307
- Description: Abstract: This study explored the perceptions of intermediate phase teachers about their inclusive pedagogy in a special school. Inclusive education originated as an alternative to special education for learners identified as having difficulties in learning, but has since been broadened into inclusive pedagogy that embraces all learners at risk of being excluded or marginalised in any way. This “widening” of inclusive education has become essential as the “additional needs approach” is being used in most schools that focus on learners identified as having a need for additional support... , M.Ed. (Educational Psychology)
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- Authors: Koen, Lizelle
- Date: 2020
- Subjects: Inclusive education , Student-centered learning
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/478986 , uj:43307
- Description: Abstract: This study explored the perceptions of intermediate phase teachers about their inclusive pedagogy in a special school. Inclusive education originated as an alternative to special education for learners identified as having difficulties in learning, but has since been broadened into inclusive pedagogy that embraces all learners at risk of being excluded or marginalised in any way. This “widening” of inclusive education has become essential as the “additional needs approach” is being used in most schools that focus on learners identified as having a need for additional support... , M.Ed. (Educational Psychology)
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Learning design principles for in-service teacher professional development programmes in inclusive education pedagogies
- Authors: Hooijer, Elizabeth Lynne
- Date: 2020
- Subjects: Continuing education , Inclusive education , Teachers - In-service training
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/486041 , uj:44199
- Description: Abstract: The international inclusive movement towards education for all has been the catalyst for the most significant changes to classroom practice over the last two decades. These changes coincided with the dawn of the new South Africa which heralded much needed change in all spheres of life including in education policies. Education legislation such as the South African Schools Act 84 of 1996, Education White Paper 6 and the Screening, Identification, Assessment and Support (SIAS) strategy encouraged the enrolment of learners with diverse learning needs in mainstream schools. Practicing teachers were thus confronted with learners with different learning abilities and needed to be informed of the paradigm shift to more inclusive teaching pedagogies. The most common means of accomplishing this was through continuous professional development training courses (CPD) for in-service teachers. Although many such courses have been held since 2001 much criticism has been levelled against these programmes as being ineffectual due to radical changes in teaching practice failing to universally materialise and teachers still finding the imperative to manage diverse classrooms challenging. This research project originated from a CPD course conducted in one provincial education district in South Africa with Foundation phase teachers in inclusive learning strategies. As more provincial education departments requested similar CPD courses for their teachers, it became crucial to develop an effective CPD course that would improve the implementation of inclusive education and equip teachers in the management of diverse learning needs in their classrooms. The aim of this study was therefore to explore learning design principles which could be used as a form of descriptive notation in the developing of CPD programmes. A qualitative research design was employed over the course of five years during which the University of Johannesburg conducted CPD programmes in inclusive education for 700 in-service teachers in four different provinces across South Africa. The participants were all practicing primary school teachers, largely female with an average age of between 41 and 50 years old representing the demographic makeup of the South African population. Data was collected through questionnaires, observations, field notes, focus group interviews, interviews, personal reflections and visual images. Data was analysed both inductively and deductively to determine the v contextual and conceptual factors important in assisting in -service teachers in the implementation of inclusive pedagogies in mainstream classrooms. The deductive analysis of the data related back to the seven “C” words of the stages of Conole’s 7Cs learning design framework and principles for effective adult learning. Findings revealed that the ‘C’ words from Conole’s 7Cs framework could be used as learning design principles in the development and conducting of CPD programmes as they correlated well with the principles of adult learning. However, this study proposes a more circular design of the 7Cs framework which is more flexible and accommodates both in- person and blended learning programmes. These learning design principles can then be customised for use in the designing of effective CPD programmes for inservice teachers in other fields of education. Furthermore, the findings in this study add to the body of knowledge that examines inservice teacher training for Inclusive education by bringing new perspectives into the perceptions teachers acquire on inclusion and inclusive teaching methodologies especially curriculum differentiation. In particular, the contextual factors inhibiting the implementation of inclusion can be alleviated by differentiating the curriculum using the principles of Universal Design for Learning. Moreover, the innovative use of visual images enhanced the ability of teachers to critically reflect on their practice thus challenging their assumptions and promoting improved outcomes for learner achievement. This study concluded that effective CPD programmes need to be carefully and constructively designed and well implemented to be successful. This can be accomplished using learning design principles based on the principles of adult learning in a learning design framework that is flexible, dynamic and adaptable. , D.Ed. (Education)
- Full Text:
- Authors: Hooijer, Elizabeth Lynne
- Date: 2020
- Subjects: Continuing education , Inclusive education , Teachers - In-service training
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/486041 , uj:44199
- Description: Abstract: The international inclusive movement towards education for all has been the catalyst for the most significant changes to classroom practice over the last two decades. These changes coincided with the dawn of the new South Africa which heralded much needed change in all spheres of life including in education policies. Education legislation such as the South African Schools Act 84 of 1996, Education White Paper 6 and the Screening, Identification, Assessment and Support (SIAS) strategy encouraged the enrolment of learners with diverse learning needs in mainstream schools. Practicing teachers were thus confronted with learners with different learning abilities and needed to be informed of the paradigm shift to more inclusive teaching pedagogies. The most common means of accomplishing this was through continuous professional development training courses (CPD) for in-service teachers. Although many such courses have been held since 2001 much criticism has been levelled against these programmes as being ineffectual due to radical changes in teaching practice failing to universally materialise and teachers still finding the imperative to manage diverse classrooms challenging. This research project originated from a CPD course conducted in one provincial education district in South Africa with Foundation phase teachers in inclusive learning strategies. As more provincial education departments requested similar CPD courses for their teachers, it became crucial to develop an effective CPD course that would improve the implementation of inclusive education and equip teachers in the management of diverse learning needs in their classrooms. The aim of this study was therefore to explore learning design principles which could be used as a form of descriptive notation in the developing of CPD programmes. A qualitative research design was employed over the course of five years during which the University of Johannesburg conducted CPD programmes in inclusive education for 700 in-service teachers in four different provinces across South Africa. The participants were all practicing primary school teachers, largely female with an average age of between 41 and 50 years old representing the demographic makeup of the South African population. Data was collected through questionnaires, observations, field notes, focus group interviews, interviews, personal reflections and visual images. Data was analysed both inductively and deductively to determine the v contextual and conceptual factors important in assisting in -service teachers in the implementation of inclusive pedagogies in mainstream classrooms. The deductive analysis of the data related back to the seven “C” words of the stages of Conole’s 7Cs learning design framework and principles for effective adult learning. Findings revealed that the ‘C’ words from Conole’s 7Cs framework could be used as learning design principles in the development and conducting of CPD programmes as they correlated well with the principles of adult learning. However, this study proposes a more circular design of the 7Cs framework which is more flexible and accommodates both in- person and blended learning programmes. These learning design principles can then be customised for use in the designing of effective CPD programmes for inservice teachers in other fields of education. Furthermore, the findings in this study add to the body of knowledge that examines inservice teacher training for Inclusive education by bringing new perspectives into the perceptions teachers acquire on inclusion and inclusive teaching methodologies especially curriculum differentiation. In particular, the contextual factors inhibiting the implementation of inclusion can be alleviated by differentiating the curriculum using the principles of Universal Design for Learning. Moreover, the innovative use of visual images enhanced the ability of teachers to critically reflect on their practice thus challenging their assumptions and promoting improved outcomes for learner achievement. This study concluded that effective CPD programmes need to be carefully and constructively designed and well implemented to be successful. This can be accomplished using learning design principles based on the principles of adult learning in a learning design framework that is flexible, dynamic and adaptable. , D.Ed. (Education)
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Parental experiences in supporting children with intellectual disabilities in a full-service school setting
- Mabaso, Nancy Phyllis Makhosazane
- Authors: Mabaso, Nancy Phyllis Makhosazane
- Date: 2020
- Subjects: Children with mental disabilities - Education , Inclusive education
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/486661 , uj:44273
- Description: Abstract: Please refer to full text to view abstract. , Ph.D. (Educational Psychology)
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- Authors: Mabaso, Nancy Phyllis Makhosazane
- Date: 2020
- Subjects: Children with mental disabilities - Education , Inclusive education
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/486661 , uj:44273
- Description: Abstract: Please refer to full text to view abstract. , Ph.D. (Educational Psychology)
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Inclusive teaching practices in adult education and training institutions in Gauteng East District
- Ngwenya, Cecilia Angelina Nthabiseng
- Authors: Ngwenya, Cecilia Angelina Nthabiseng
- Date: 2019
- Subjects: Inclusive education , Adult education
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/414500 , uj:34961
- Description: Abstract: In 2006, South Africans celebrated the twelfth anniversary of a democratic South Africa. There was a paradigm shift in education as government introduced an inclusive education system. Inclusive education is an international philosophy that places emphasis on the provision of special education services to students with special learning needs within regular classrooms. As a result, teachers, as in other parts of the world are required to have knowledge, skills and positive attitudes to engage in discussions, adapt curricula, and develop inclusive strategies for the implementation of inclusive practices in teaching and learning... , D.Ed. (Education)
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- Authors: Ngwenya, Cecilia Angelina Nthabiseng
- Date: 2019
- Subjects: Inclusive education , Adult education
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/414500 , uj:34961
- Description: Abstract: In 2006, South Africans celebrated the twelfth anniversary of a democratic South Africa. There was a paradigm shift in education as government introduced an inclusive education system. Inclusive education is an international philosophy that places emphasis on the provision of special education services to students with special learning needs within regular classrooms. As a result, teachers, as in other parts of the world are required to have knowledge, skills and positive attitudes to engage in discussions, adapt curricula, and develop inclusive strategies for the implementation of inclusive practices in teaching and learning... , D.Ed. (Education)
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Perceptions and responses of school-based support teams towards gender and sexual diversity
- Authors: Bila, Sindisa
- Date: 2019
- Subjects: Homophobia in schools , Inclusive education , School support teams
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/411965 , uj:34643
- Description: Abstract: Donohue and Bornman (2014a) purport that most children with disabilities and learning difficulties in South-Africa are not allowed into mainstream schools by some of education authorities while others are subjected to poor support. This sort of practice underscores that non-hegemonic identities other than abled mainstream identities are subjected to othering and navigate on the periphery of schools. This situation prevails despite the implementation of inclusive education nearly three decades ago (DBE, 2001) that bars any form of discrimination regardless of (dis)abilities, background or challenges. Among the core tenets of inclusive education is to prepare young people for an inclusive society White Paper 6 (DBE, 2001). Although same-sex sexual orientations in its nature is not a challenge, repressive school responses towards sexual identities other than heterosexuality has created discrimination, vilification and spoiled identities of such learners. As a result, school youth with same-sex sexual orientations are side-lined and their learning opportunities are compromised (Brown, 2017). Schools are largely unresponsive to complaints about these oppressive experiences and teachers are found to be among the main perpetrators of homophobic violence (Francis, 2010; DePalma & Francis, 2014b; Rothmann & Simmonds, 2015; Brown & Diale, 2017). These poignant realities are juxtaposing the notion of care and support as advocated by the policy of inclusive education (IE) that aims for no child to be left behind (DBE, 2001)... , M.A. (Education)
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- Authors: Bila, Sindisa
- Date: 2019
- Subjects: Homophobia in schools , Inclusive education , School support teams
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/411965 , uj:34643
- Description: Abstract: Donohue and Bornman (2014a) purport that most children with disabilities and learning difficulties in South-Africa are not allowed into mainstream schools by some of education authorities while others are subjected to poor support. This sort of practice underscores that non-hegemonic identities other than abled mainstream identities are subjected to othering and navigate on the periphery of schools. This situation prevails despite the implementation of inclusive education nearly three decades ago (DBE, 2001) that bars any form of discrimination regardless of (dis)abilities, background or challenges. Among the core tenets of inclusive education is to prepare young people for an inclusive society White Paper 6 (DBE, 2001). Although same-sex sexual orientations in its nature is not a challenge, repressive school responses towards sexual identities other than heterosexuality has created discrimination, vilification and spoiled identities of such learners. As a result, school youth with same-sex sexual orientations are side-lined and their learning opportunities are compromised (Brown, 2017). Schools are largely unresponsive to complaints about these oppressive experiences and teachers are found to be among the main perpetrators of homophobic violence (Francis, 2010; DePalma & Francis, 2014b; Rothmann & Simmonds, 2015; Brown & Diale, 2017). These poignant realities are juxtaposing the notion of care and support as advocated by the policy of inclusive education (IE) that aims for no child to be left behind (DBE, 2001)... , M.A. (Education)
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School based support for learners with receptive and expressive language disorders
- Authors: Shawula, Ntombizodwa
- Date: 2019
- Subjects: School support teams - South Africa , Mainstreaming in education , Inclusive education , Children with disabilities - Education , Special education - South Africa
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/411997 , uj:34647
- Description: Abstract: There is a common debate on whether the role players in our South African school system have been trained sufficiently to drive the implementation of inclusive education. The focus has been placed mostly on teachers, who in this study were part of the School Based Support Team (SBST). Even though these teachers are not equipped with any specialists in their team they are still expected to satisfy all support needs at the school site. According to policy, the SBST comprises of a group of teachers, members of the School Management Team (SMT), the Learning and Teaching Support Material (LTSM) representative, safety and security personnel (DBE, 2014). Furthermore, this team also needs to comprise of other professionals such as audiologists, psychologists, , counsellors, remedial experts, HIV/nutrition representatives, a learner and a parent appointed by the school to provide support in the school, may form part of the team (DBE, 2014). The SBST’s experience of their role in supporting learners with receptive and expressive language disorders has been greatly influenced by the limited support and guidance offered by the DBE. Other challenges include insufficient provision of resources, inadequate knowledge about the Screening, Identification, Assessment and Support (SIAS) policy (DBE, 2014), contextual factors and their understanding of receptive and expressive language. This study consisted of one focus group interview that involved twelve members of the SBST, of whom ten were female teachers ranging from the ages of 27–55 and two male teachers aged 27 and 39... , M.A. (Educational Psychology)
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- Authors: Shawula, Ntombizodwa
- Date: 2019
- Subjects: School support teams - South Africa , Mainstreaming in education , Inclusive education , Children with disabilities - Education , Special education - South Africa
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/411997 , uj:34647
- Description: Abstract: There is a common debate on whether the role players in our South African school system have been trained sufficiently to drive the implementation of inclusive education. The focus has been placed mostly on teachers, who in this study were part of the School Based Support Team (SBST). Even though these teachers are not equipped with any specialists in their team they are still expected to satisfy all support needs at the school site. According to policy, the SBST comprises of a group of teachers, members of the School Management Team (SMT), the Learning and Teaching Support Material (LTSM) representative, safety and security personnel (DBE, 2014). Furthermore, this team also needs to comprise of other professionals such as audiologists, psychologists, , counsellors, remedial experts, HIV/nutrition representatives, a learner and a parent appointed by the school to provide support in the school, may form part of the team (DBE, 2014). The SBST’s experience of their role in supporting learners with receptive and expressive language disorders has been greatly influenced by the limited support and guidance offered by the DBE. Other challenges include insufficient provision of resources, inadequate knowledge about the Screening, Identification, Assessment and Support (SIAS) policy (DBE, 2014), contextual factors and their understanding of receptive and expressive language. This study consisted of one focus group interview that involved twelve members of the SBST, of whom ten were female teachers ranging from the ages of 27–55 and two male teachers aged 27 and 39... , M.A. (Educational Psychology)
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Teachers’ responses to ‘helicopter’ parents whose children experience barriers to learning
- Authors: Krugel, Mariska Chantell
- Date: 2019
- Subjects: Inclusive education , Parent and child , Parent-teacher relationships , Learning disabilities
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/446230 , uj:39068
- Description: Abstract: The relationship between teachers and parents is critical because it promotes teaching and learning. A healthy and positive relationship ensures that learners with learning barriers are supported and cared for. Both the teacher and the child’s parents need to be clear on their roles in supporting the child. Helicopter parenting refers to an over-involvement of parents in their children's lives, especially in their education. This study explores teacher’s responses to helicopter parents whose children experience learning barriers. This study argues that parental involvement is necessary, but that parents should be guided on the best ways to participate in school activities to support their children in achieving their full academic potential. There is no doubt that teachers need to be able to communicate effectively with parents and treat them with the utmost respect. Sadly, this study revealed that in some schools, the relationships between teachers and parents are not healthy or positive. Data collected from this study show that the relationship between teachers and parents is poorly managed because teachers lack the necessary skills to engage with and support parents whose children experience barriers to learning. Adding to this problem, there are often no clear policies to assist in facilitating better homeschool relationships. , M.Ed. (Inclusive Education)
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- Authors: Krugel, Mariska Chantell
- Date: 2019
- Subjects: Inclusive education , Parent and child , Parent-teacher relationships , Learning disabilities
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/446230 , uj:39068
- Description: Abstract: The relationship between teachers and parents is critical because it promotes teaching and learning. A healthy and positive relationship ensures that learners with learning barriers are supported and cared for. Both the teacher and the child’s parents need to be clear on their roles in supporting the child. Helicopter parenting refers to an over-involvement of parents in their children's lives, especially in their education. This study explores teacher’s responses to helicopter parents whose children experience learning barriers. This study argues that parental involvement is necessary, but that parents should be guided on the best ways to participate in school activities to support their children in achieving their full academic potential. There is no doubt that teachers need to be able to communicate effectively with parents and treat them with the utmost respect. Sadly, this study revealed that in some schools, the relationships between teachers and parents are not healthy or positive. Data collected from this study show that the relationship between teachers and parents is poorly managed because teachers lack the necessary skills to engage with and support parents whose children experience barriers to learning. Adding to this problem, there are often no clear policies to assist in facilitating better homeschool relationships. , M.Ed. (Inclusive Education)
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The impact of psychosocial camps on the psychosocial and educational development of vulnerable children
- Authors: Bester, Claudia
- Date: 2019
- Subjects: Children with disabilities , Special education teachers , Educational psychology , Inclusive education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/437943 , uj:38045
- Description: Abstract: This study investigated the outcomes of a psychosocial camp that was conducted to address the well-being of vulnerable children in the North West Province. A mixed method sequential explanatory study was employed in three specific phases. The first phase included a quantitative method, with 120 learners in a control and intervention group. Questionnaires were used in order to complete the randomised pretest-posttest design. For the quantitative data analysis the IBM SPSS Statistics Version 25, which included tests like ANOVA, t-tests and correlations was used. The second phase of the study consisted of a qualitative design, whereby the participants participated in semistructured interviews, essay writing and a focus group. Qualitative content analysis was employed to analyse the data. The third phase integrated the findings from the first two phases in order to draw up recommendations and guidelines for future camps. .. , M.Ed. (Inclusive Education)
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- Authors: Bester, Claudia
- Date: 2019
- Subjects: Children with disabilities , Special education teachers , Educational psychology , Inclusive education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/437943 , uj:38045
- Description: Abstract: This study investigated the outcomes of a psychosocial camp that was conducted to address the well-being of vulnerable children in the North West Province. A mixed method sequential explanatory study was employed in three specific phases. The first phase included a quantitative method, with 120 learners in a control and intervention group. Questionnaires were used in order to complete the randomised pretest-posttest design. For the quantitative data analysis the IBM SPSS Statistics Version 25, which included tests like ANOVA, t-tests and correlations was used. The second phase of the study consisted of a qualitative design, whereby the participants participated in semistructured interviews, essay writing and a focus group. Qualitative content analysis was employed to analyse the data. The third phase integrated the findings from the first two phases in order to draw up recommendations and guidelines for future camps. .. , M.Ed. (Inclusive Education)
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A funds-of-knowledge approach to inclusion in schools : the role of the school based support team
- Authors: Opperman, Monica
- Date: 2018
- Subjects: Inclusive education , School support teams
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/286513 , uj:31003
- Description: Abstract: Teachers can expect learners from a wide variety of backgrounds as a given in their inclusive classrooms (Florian, 2013). The traditional ways of how such differences are perceived and supported are often viewed as a problematic issue. In this study, an alternative approach to supporting differences or barriers to learning is proposed. A funds-of-knowledge approach challenges education and the way support and the support structures for learning and development in schools are viewed, as well as the views school support structures view and utilise the communities as resources. Learners are educated within their context, but also the way that their potential and communities are perceived. The funds-of-Knowledge approach departs from the notion that the community and the people within the communities are considered as a valuable asset because of their accumulated, culturally-based life experiences, knowledge and skills. In alignment with the bio ecological theory perspective of the study, each learner forms part of a bigger system in which the utilisation of capital in the community is vital for supporting learning and development in the school. This study aimed to explore and describe how a School based support team (SBST) in one selected secondary mainstream school mobilised a Funds-of-knowledge approach to support learning and development. The main objectives of the study were to elicit the opinion of the SBST and youth facilitators on how the planning and execution of Wraparound teams in the form of an Extra school support program (ESSP) at this school mobilised a Funds-of-Knowledge approach to learning support. An interpretive, qualitative study, using a generic qualitative design was chosen for the empirical study. Both groups of participants, namely members of the SBST and ESSP, as well as the school were purposively selected. Data-collection was by way of semi-structured group interviews with the SBST and ESSP members. The data was analysed by means of qualitative content analysis after which an integrated analysis and discussion of the findings were presented. The main findings of this study included that the SBST of this school to some extend collaborated with the community and parents, but it was not in accordance with the funds-of-Knowledge approach to support learning and development. Another finding included that although a wraparound team was mobilised by the SBST in the form of an ESSP team, various challenges such as the lack of partnership needed to support learning and development in this school, it was not utilised in a funds-of-knowledge... , M.Ed. (Educational Psychology)
- Full Text:
- Authors: Opperman, Monica
- Date: 2018
- Subjects: Inclusive education , School support teams
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/286513 , uj:31003
- Description: Abstract: Teachers can expect learners from a wide variety of backgrounds as a given in their inclusive classrooms (Florian, 2013). The traditional ways of how such differences are perceived and supported are often viewed as a problematic issue. In this study, an alternative approach to supporting differences or barriers to learning is proposed. A funds-of-knowledge approach challenges education and the way support and the support structures for learning and development in schools are viewed, as well as the views school support structures view and utilise the communities as resources. Learners are educated within their context, but also the way that their potential and communities are perceived. The funds-of-Knowledge approach departs from the notion that the community and the people within the communities are considered as a valuable asset because of their accumulated, culturally-based life experiences, knowledge and skills. In alignment with the bio ecological theory perspective of the study, each learner forms part of a bigger system in which the utilisation of capital in the community is vital for supporting learning and development in the school. This study aimed to explore and describe how a School based support team (SBST) in one selected secondary mainstream school mobilised a Funds-of-knowledge approach to support learning and development. The main objectives of the study were to elicit the opinion of the SBST and youth facilitators on how the planning and execution of Wraparound teams in the form of an Extra school support program (ESSP) at this school mobilised a Funds-of-Knowledge approach to learning support. An interpretive, qualitative study, using a generic qualitative design was chosen for the empirical study. Both groups of participants, namely members of the SBST and ESSP, as well as the school were purposively selected. Data-collection was by way of semi-structured group interviews with the SBST and ESSP members. The data was analysed by means of qualitative content analysis after which an integrated analysis and discussion of the findings were presented. The main findings of this study included that the SBST of this school to some extend collaborated with the community and parents, but it was not in accordance with the funds-of-Knowledge approach to support learning and development. Another finding included that although a wraparound team was mobilised by the SBST in the form of an ESSP team, various challenges such as the lack of partnership needed to support learning and development in this school, it was not utilised in a funds-of-knowledge... , M.Ed. (Educational Psychology)
- Full Text:
Investigating inclusive classroom strategies to support learners identified as LSEN in mainstream schools
- Authors: Ngcezulla, Boniswa
- Date: 2018
- Subjects: Inclusive education , Special education , School support teams
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/286448 , uj:30995
- Description: Abstract: The purpose of this study was to investigate the inclusive classroom strategies that teachers use to support learners in mainstream classrooms identified as LSEN. A school in Ekurhuleni North district was selected as the focus of this study. Teachers in mainstream schools are increasingly expected to provide suitable instruction and support to meet the needs of a growing diversity of learners and address the barriers to learning they may present with. It is apparent that many mainstream schools lack the resources and facilities needed to meet the needs of inclusive education. In addition, it is apparent that the schools do not have effective intervention support programs which can enable them to offer individual support to LSEN according to their needs. Inclusion of LSEN in mainstream classrooms has led to an increase in responsibilities of teachers to accommodate and support such learners. What is questionable is whether teachers in mainstream schools, who have not been specifically trained to offer learning support to LSEN, are able to support all learners equally. This study therefore set out to observe the inclusive teaching strategies used by Grade 4 teachers to support learners, in particular, those learners who have been identified as LSEN and given LSEN numbers. A generic qualitative approach was employed in carrying out the research. Observations, individual interviews and a focus group discussion were used to obtain the date used in the study. Thematic analysis was used in analysing the collected data. The findings from the study indicate that the teachers use more general classroom strategies and techniques in the hope that these will assist all learners mentioned. These strategies and techniques include repetition of instructions, seating arrangements, the use of assistant teachers and utilisation of teaching aids. It emerged that not all the teachers have been trained in inclusive education. There is also little support extended by the district to the teachers. It therefore becomes imperative that, for inclusive education to succeed, the teachers need to be formally trained in inclusive education and the SIAS policy. This will enable teachers to employ... , M.Ed. (Educational Psychology)
- Full Text:
- Authors: Ngcezulla, Boniswa
- Date: 2018
- Subjects: Inclusive education , Special education , School support teams
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/286448 , uj:30995
- Description: Abstract: The purpose of this study was to investigate the inclusive classroom strategies that teachers use to support learners in mainstream classrooms identified as LSEN. A school in Ekurhuleni North district was selected as the focus of this study. Teachers in mainstream schools are increasingly expected to provide suitable instruction and support to meet the needs of a growing diversity of learners and address the barriers to learning they may present with. It is apparent that many mainstream schools lack the resources and facilities needed to meet the needs of inclusive education. In addition, it is apparent that the schools do not have effective intervention support programs which can enable them to offer individual support to LSEN according to their needs. Inclusion of LSEN in mainstream classrooms has led to an increase in responsibilities of teachers to accommodate and support such learners. What is questionable is whether teachers in mainstream schools, who have not been specifically trained to offer learning support to LSEN, are able to support all learners equally. This study therefore set out to observe the inclusive teaching strategies used by Grade 4 teachers to support learners, in particular, those learners who have been identified as LSEN and given LSEN numbers. A generic qualitative approach was employed in carrying out the research. Observations, individual interviews and a focus group discussion were used to obtain the date used in the study. Thematic analysis was used in analysing the collected data. The findings from the study indicate that the teachers use more general classroom strategies and techniques in the hope that these will assist all learners mentioned. These strategies and techniques include repetition of instructions, seating arrangements, the use of assistant teachers and utilisation of teaching aids. It emerged that not all the teachers have been trained in inclusive education. There is also little support extended by the district to the teachers. It therefore becomes imperative that, for inclusive education to succeed, the teachers need to be formally trained in inclusive education and the SIAS policy. This will enable teachers to employ... , M.Ed. (Educational Psychology)
- Full Text:
Supporting a Foundation Phase learner presenting with specific learning difficulties in building resilience : A transdisciplinary approach
- Authors: De Villiers, Rosalye Karen
- Date: 2018
- Subjects: Learning disabled children - Education , Resilience (Personality trait) in children , Inclusive education
- Language: English
- Identifier: http://hdl.handle.net/10210/401959 , uj:33617
- Description: Abstract : Inclusive Education departs from the notion that diversity and uniqueness in learners should be supported holistically. Literature, however, points to the challenges that support and its support structures within an inclusive environment face. One such challenge which is the focus of this study, is how learners presenting with various disabilities, in this case particularly Specific Learning Difficulties (SpLD), are integrated and included with learners who do not face the same challenges in the same mainstream classroom environment and show signs of developing resilience despite the challenges their specific learning difficulties present. Research further suggests an eco-systems approach as an attempt to gain deeper insight into the term resilience by considering the resources in the learner’s immediate environments. Research from different fields point to the value of the early childhood phase as a crucial phase in establishing a lifelong foundation for learning, fraught with challenges such as SpLD. Detection and prevention of possible SpLD in learners during this crucial time-period of their developmental process, is thus vital. Literature proposes for these resources to be strengthened and that the implementation of a transdisciplinary approach may be feasible as this approach requires of members from various disciplines to share their roles in supporting learners presenting with SpLD. The transdisciplinary approach is regarded as family-centred and invites parents, care-givers, guardians to collaborate with other role-players in putting necessary interventions in place, taking the entire ecosystem of the development of the learner and its ability to bounce back from setbacks into consideration. The purpose of this study was to explore and describe how a transdisciplinary approach supported a Foundation Phase learner presenting with SpLD, in building resilience within an inclusive learning environment by eliciting relevant school staff, internal therapists and parents/caregivers/guardians’ opinion on how the transdisciplinary approach was implemented; and how the identified learner benefited from its implementation. A qualitative case study design was implemented which included purposively selected participants in accordance with the aim of the study. Data was collected through individual and focus-group interviews. Collected data was analysed through thematic content analysis. xii Findings revealed that the identified learner was not the only one who benefited from the implementation of the transdisciplinary approach but the manner in which it was implemented brought about various enablers for team members to support him and build his resilience. Enablers for team members included supportive communication; collaborative sharing; team-member involvement (as especially from his mother) and trust as well as commitment. Enablers for the learner comprised strong relationships; structure; a sense of control and motivation. In addition to these enablers, findings revealed that this particular remedial school also experienced some challenges in the implementation of the transdisciplinary approach such as time- constraints and impractical suggestions for classroom interventions. Findings also indicated possible challenges that may hinder the successful implementation of a transdisciplinary approach within a mainstream environment such as lack of finances; large class sizes and overwhelmed teachers; uninvolved parents and unnoticed learning challenges. , M.Ed. (Educational Psychology)
- Full Text:
- Authors: De Villiers, Rosalye Karen
- Date: 2018
- Subjects: Learning disabled children - Education , Resilience (Personality trait) in children , Inclusive education
- Language: English
- Identifier: http://hdl.handle.net/10210/401959 , uj:33617
- Description: Abstract : Inclusive Education departs from the notion that diversity and uniqueness in learners should be supported holistically. Literature, however, points to the challenges that support and its support structures within an inclusive environment face. One such challenge which is the focus of this study, is how learners presenting with various disabilities, in this case particularly Specific Learning Difficulties (SpLD), are integrated and included with learners who do not face the same challenges in the same mainstream classroom environment and show signs of developing resilience despite the challenges their specific learning difficulties present. Research further suggests an eco-systems approach as an attempt to gain deeper insight into the term resilience by considering the resources in the learner’s immediate environments. Research from different fields point to the value of the early childhood phase as a crucial phase in establishing a lifelong foundation for learning, fraught with challenges such as SpLD. Detection and prevention of possible SpLD in learners during this crucial time-period of their developmental process, is thus vital. Literature proposes for these resources to be strengthened and that the implementation of a transdisciplinary approach may be feasible as this approach requires of members from various disciplines to share their roles in supporting learners presenting with SpLD. The transdisciplinary approach is regarded as family-centred and invites parents, care-givers, guardians to collaborate with other role-players in putting necessary interventions in place, taking the entire ecosystem of the development of the learner and its ability to bounce back from setbacks into consideration. The purpose of this study was to explore and describe how a transdisciplinary approach supported a Foundation Phase learner presenting with SpLD, in building resilience within an inclusive learning environment by eliciting relevant school staff, internal therapists and parents/caregivers/guardians’ opinion on how the transdisciplinary approach was implemented; and how the identified learner benefited from its implementation. A qualitative case study design was implemented which included purposively selected participants in accordance with the aim of the study. Data was collected through individual and focus-group interviews. Collected data was analysed through thematic content analysis. xii Findings revealed that the identified learner was not the only one who benefited from the implementation of the transdisciplinary approach but the manner in which it was implemented brought about various enablers for team members to support him and build his resilience. Enablers for team members included supportive communication; collaborative sharing; team-member involvement (as especially from his mother) and trust as well as commitment. Enablers for the learner comprised strong relationships; structure; a sense of control and motivation. In addition to these enablers, findings revealed that this particular remedial school also experienced some challenges in the implementation of the transdisciplinary approach such as time- constraints and impractical suggestions for classroom interventions. Findings also indicated possible challenges that may hinder the successful implementation of a transdisciplinary approach within a mainstream environment such as lack of finances; large class sizes and overwhelmed teachers; uninvolved parents and unnoticed learning challenges. , M.Ed. (Educational Psychology)
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Developing an individual education support plan for a child with Foetal Valproate Syndrome in the foundation phase
- Banyini, Christinah Patricia
- Authors: Banyini, Christinah Patricia
- Date: 2016
- Subjects: Children with disabilities , Inclusive education , Speech disorders , Special education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/232347 , uj:23697
- Description: M.Ed. (Inclusive Education) , Abstract: Background: Foetal Valproate Syndrome (FVS) describes the development of an infant with several different congenital birth defects as a result of exposure to Valproic acid (VPA) during pregnancy. VPA is the active ingredient of Epilim, which is a drug used to control epileptic convulsions and to manage bipolar disorder. If a pregnant woman uses Epilim, the chances of the child developing FVS are very high. FVS can manifest various secondary conditions, such as learning difficulties, lower intellect and commonly, speech and language difficulties. This study explored the support needed by Scott (pseudonym), a boy with FVS in the foundation phase, with the aim of developing an individual education support plan (IESP). Such a plan is based on the nature of the child‟s unique special needs and assists teachers and schools in efficiently planning and monitoring the appropriate interventions holistically. Methods: In this descriptive case study, qualitative data was collected from semi-structured interviews conducted with Scott‟s teacher, his speech therapist, his occupational therapist and his mother. Field notes were recorded from observations made in the classroom, on the playground and during speech and occupational therapy sessions, focusing on factors influencing Scott‟s learning, social interaction and development. Additionally, medical reports from the doctor and speech and occupational therapists were analysed. These multiple sources of data allowed for triangulation during content analysis in abstracting themes describing the case. Findings: The findings clearly highlight Scott‟s global developmental delays in many areas. Difficulties with basic physiology were present as he was unable to dress or undress himself, and was not yet toilet trained at six years old. His gross and fine motor skills were delayed. He had difficulty chewing and swallowing textured food. Consistent with the most common symptom of FVS, Scott‟s speech was significantly delayed. He experienced difficulty with pronunciation and the consistent positioning and articulation of the tongue, lips, jaw and palate for the production of speech sounds and for sequencing sounds into syllables and words. His cognitive delays were evident in his inability to understand basic language, to follow instructions and to communicate his needs. His concentration span was short and he had difficulty focusing on class work tasks. His language difficulties and cognitive delays impaired his emotional and social development. He was aggressive towards others and...
- Full Text:
- Authors: Banyini, Christinah Patricia
- Date: 2016
- Subjects: Children with disabilities , Inclusive education , Speech disorders , Special education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/232347 , uj:23697
- Description: M.Ed. (Inclusive Education) , Abstract: Background: Foetal Valproate Syndrome (FVS) describes the development of an infant with several different congenital birth defects as a result of exposure to Valproic acid (VPA) during pregnancy. VPA is the active ingredient of Epilim, which is a drug used to control epileptic convulsions and to manage bipolar disorder. If a pregnant woman uses Epilim, the chances of the child developing FVS are very high. FVS can manifest various secondary conditions, such as learning difficulties, lower intellect and commonly, speech and language difficulties. This study explored the support needed by Scott (pseudonym), a boy with FVS in the foundation phase, with the aim of developing an individual education support plan (IESP). Such a plan is based on the nature of the child‟s unique special needs and assists teachers and schools in efficiently planning and monitoring the appropriate interventions holistically. Methods: In this descriptive case study, qualitative data was collected from semi-structured interviews conducted with Scott‟s teacher, his speech therapist, his occupational therapist and his mother. Field notes were recorded from observations made in the classroom, on the playground and during speech and occupational therapy sessions, focusing on factors influencing Scott‟s learning, social interaction and development. Additionally, medical reports from the doctor and speech and occupational therapists were analysed. These multiple sources of data allowed for triangulation during content analysis in abstracting themes describing the case. Findings: The findings clearly highlight Scott‟s global developmental delays in many areas. Difficulties with basic physiology were present as he was unable to dress or undress himself, and was not yet toilet trained at six years old. His gross and fine motor skills were delayed. He had difficulty chewing and swallowing textured food. Consistent with the most common symptom of FVS, Scott‟s speech was significantly delayed. He experienced difficulty with pronunciation and the consistent positioning and articulation of the tongue, lips, jaw and palate for the production of speech sounds and for sequencing sounds into syllables and words. His cognitive delays were evident in his inability to understand basic language, to follow instructions and to communicate his needs. His concentration span was short and he had difficulty focusing on class work tasks. His language difficulties and cognitive delays impaired his emotional and social development. He was aggressive towards others and...
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Enabling epistemological access : exploring the pedagogical choices of Intermediate Phase teachers
- Authors: Bekker, Tanya Lee-Anne
- Date: 2015
- Subjects: Inclusive education
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/232407 , uj:23704
- Description: Ph.D. , Abstract: Inclusive Education has been the subject of much research and debate internationally and in South Africa in recent years. This study focuses on the distinction between the notions of formal access to schools (inclusion in schools) and epistemological access or access to knowledge or learning (inclusion in schooling). Education White Paper 6 (DoE, 2001)1 whilst providing an operating framework for Inclusive Education in South Africa, remains a generic document that is non-specific in terms of different developmental and curriculum needs, strategies and guidelines for practice for particular phases of education. This raises questions concerning how teachers construct and sustain inclusive practices within particular education phases. This study argues that the pedagogical choices of teachers are informed by underlying belief systems related to beliefs about and conceptions of teaching and learning suggesting that particular beliefs and conceptions about teaching, learning and inclusion lead to particular ways of thinking which in turn leads to particular pedagogical choices being made. This study explores the pedagogical choices that Intermediate Phase teachers make that either enable or constrain epistemological access for learners. The study utilises Critical Realism as a guiding philosophical and theoretical lens and explores teacher conceptions of Inclusive Education in the Intermediate Phase and their pedagogical choices. The attempt is made to uncover causal relations which act as underlying mechanisms in the Real domain by focusing on the Actual (observations) and Empirical domains (interviews) as data sources to begin to better understand how to support Intermediate Phase teachers to make pedagogical choices that enable epistemological access for all learners. This investigation is supported by the development of theoretical frameworks to guide investigation of professional identity, professional knowledge, professional competence and professional judgement across domains of reality. A causal explanation of underlying mechanisms in the domain of the Real is presented that illuminates the interplay of structure and agency and offers an explanation of how Intermediate Phase teachers come to make the pedagogical choices that they do...
- Full Text:
- Authors: Bekker, Tanya Lee-Anne
- Date: 2015
- Subjects: Inclusive education
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/232407 , uj:23704
- Description: Ph.D. , Abstract: Inclusive Education has been the subject of much research and debate internationally and in South Africa in recent years. This study focuses on the distinction between the notions of formal access to schools (inclusion in schools) and epistemological access or access to knowledge or learning (inclusion in schooling). Education White Paper 6 (DoE, 2001)1 whilst providing an operating framework for Inclusive Education in South Africa, remains a generic document that is non-specific in terms of different developmental and curriculum needs, strategies and guidelines for practice for particular phases of education. This raises questions concerning how teachers construct and sustain inclusive practices within particular education phases. This study argues that the pedagogical choices of teachers are informed by underlying belief systems related to beliefs about and conceptions of teaching and learning suggesting that particular beliefs and conceptions about teaching, learning and inclusion lead to particular ways of thinking which in turn leads to particular pedagogical choices being made. This study explores the pedagogical choices that Intermediate Phase teachers make that either enable or constrain epistemological access for learners. The study utilises Critical Realism as a guiding philosophical and theoretical lens and explores teacher conceptions of Inclusive Education in the Intermediate Phase and their pedagogical choices. The attempt is made to uncover causal relations which act as underlying mechanisms in the Real domain by focusing on the Actual (observations) and Empirical domains (interviews) as data sources to begin to better understand how to support Intermediate Phase teachers to make pedagogical choices that enable epistemological access for all learners. This investigation is supported by the development of theoretical frameworks to guide investigation of professional identity, professional knowledge, professional competence and professional judgement across domains of reality. A causal explanation of underlying mechanisms in the domain of the Real is presented that illuminates the interplay of structure and agency and offers an explanation of how Intermediate Phase teachers come to make the pedagogical choices that they do...
- Full Text:
Exploring the nature of support received by a learner with a specific learning disorder in a township mainstream school
- Authors: Mosweu, Zodwa Pearl
- Date: 2015
- Subjects: Learning disabilities , Inclusive education , Learning disabled children , Learning disabled children - Services for
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/233838 , uj:23883
- Description: M.Ed. , Abstract: Leaners with Specific Learning Disorders (SLD) present a challenge in township mainstream schools as they require additional support to cope with the curriculum. The specific additional support required is often unavailable in a township school. This study explored the nature of support provided for Themba, a 12 year old SeTswana speaking boy who was diagnosed with SLD in a mainstream township school. The study was conducted in a township school with limited resources, in Krugersdorp, Gauteng West. In this qualitative descriptive case study data was collected from semi-structured interviews with the learner, parent and educator. More information was collected from the educational psychologist report, referral forms, learner‟s school report, optometrist report and researcher‟s observation journal. Content analysis was used to analyse the data which developed into conceptual themes as described by the participants. From the themes that emerged it was evident that the learner required support in all systems in his environment. His poor family background and parents‟ lack of knowledge about learning difficulties delayed the early identification of his learning disorder. So, there is a demand for parental training and teaching about learning disorders. The deficiency in educator awareness also had an impact on delayed early identification. Therefore educators have to be equipped with skills and ability to identify learning difficulties within the first two year of schooling. So, the learner in this study needed a school environment that would accommodate his learning disorder by adapting the curriculum, through strategies like individual sessions, extra time and well - structured group work. The teacher also needed support from the school management and district office. In addition to the support provided in the class, this study also found that more support was required from the family, community and extra teacher support staff. This implies that a learner with SLD requires the interaction of different systems for him to be receiving adequate support...
- Full Text:
- Authors: Mosweu, Zodwa Pearl
- Date: 2015
- Subjects: Learning disabilities , Inclusive education , Learning disabled children , Learning disabled children - Services for
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/233838 , uj:23883
- Description: M.Ed. , Abstract: Leaners with Specific Learning Disorders (SLD) present a challenge in township mainstream schools as they require additional support to cope with the curriculum. The specific additional support required is often unavailable in a township school. This study explored the nature of support provided for Themba, a 12 year old SeTswana speaking boy who was diagnosed with SLD in a mainstream township school. The study was conducted in a township school with limited resources, in Krugersdorp, Gauteng West. In this qualitative descriptive case study data was collected from semi-structured interviews with the learner, parent and educator. More information was collected from the educational psychologist report, referral forms, learner‟s school report, optometrist report and researcher‟s observation journal. Content analysis was used to analyse the data which developed into conceptual themes as described by the participants. From the themes that emerged it was evident that the learner required support in all systems in his environment. His poor family background and parents‟ lack of knowledge about learning difficulties delayed the early identification of his learning disorder. So, there is a demand for parental training and teaching about learning disorders. The deficiency in educator awareness also had an impact on delayed early identification. Therefore educators have to be equipped with skills and ability to identify learning difficulties within the first two year of schooling. So, the learner in this study needed a school environment that would accommodate his learning disorder by adapting the curriculum, through strategies like individual sessions, extra time and well - structured group work. The teacher also needed support from the school management and district office. In addition to the support provided in the class, this study also found that more support was required from the family, community and extra teacher support staff. This implies that a learner with SLD requires the interaction of different systems for him to be receiving adequate support...
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Responsibility towards learning: a case study of grade nine special needs learners in a small inclusive classroom
- Loubser, Maria Magdelena Hendrina
- Authors: Loubser, Maria Magdelena Hendrina
- Date: 2015
- Subjects: Inclusive education , Children with disabilities - Education , Mainstreaming in education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/83013 , uj:19037
- Description: Abstract: An investigation into a selected group of adolescent learners in a small-classroom inclusion programme at a private school following the GDE curriculum indicated that these learners, who had special needs because of learning disabilities, exploited their awareness of their disabilities to avoid responsibility and accountability. Their attitudes and perceptions in an inclusive teaching and learning environment were explored through a qualitative, interpretive case study, with observations, semi-structured interviews, and questionnaires being used for data collection. The educational management and educators of the school were also involved in data gathering and provided rich inputs into arriving at useful insights into the learners' behaviour and possible solutions that could be considered. Although the learners professed to be mindful of their own responsibility in learning, their behaviour in real-life classroom context gave strong indications of a lack of self-knowledge, self-regulation, intrinsic motivation, and an internal locus of control. These deficiencies placed greater burdens on their educators, who advocated a need for stronger discipline in school environments. Attention was also given to similar responsibility problems in the general education landscape, with the Department of Basic Education's launch of a Bill of Responsibilities serving as an indicator of the need for promoting a well-grounded sense of accountability among South African learners if they are to become responsible citizens. The fostering of self-regulation appeared to be a serious need among learners, whereas educators could benefit from gaining self-knowledge to enable them to adapt successfully and efficiently to a rapidly changing education environment. In the conclusion to the study, main principles were outlined that should be contemplated to counter a culture of avoidance of responsibility not only in school but also general social context. Although the study may have limited application because of its restricted parameters, it may have value through tentative exploration of a field about which little research is available in the literature. , M.Ed.
- Full Text:
- Authors: Loubser, Maria Magdelena Hendrina
- Date: 2015
- Subjects: Inclusive education , Children with disabilities - Education , Mainstreaming in education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/83013 , uj:19037
- Description: Abstract: An investigation into a selected group of adolescent learners in a small-classroom inclusion programme at a private school following the GDE curriculum indicated that these learners, who had special needs because of learning disabilities, exploited their awareness of their disabilities to avoid responsibility and accountability. Their attitudes and perceptions in an inclusive teaching and learning environment were explored through a qualitative, interpretive case study, with observations, semi-structured interviews, and questionnaires being used for data collection. The educational management and educators of the school were also involved in data gathering and provided rich inputs into arriving at useful insights into the learners' behaviour and possible solutions that could be considered. Although the learners professed to be mindful of their own responsibility in learning, their behaviour in real-life classroom context gave strong indications of a lack of self-knowledge, self-regulation, intrinsic motivation, and an internal locus of control. These deficiencies placed greater burdens on their educators, who advocated a need for stronger discipline in school environments. Attention was also given to similar responsibility problems in the general education landscape, with the Department of Basic Education's launch of a Bill of Responsibilities serving as an indicator of the need for promoting a well-grounded sense of accountability among South African learners if they are to become responsible citizens. The fostering of self-regulation appeared to be a serious need among learners, whereas educators could benefit from gaining self-knowledge to enable them to adapt successfully and efficiently to a rapidly changing education environment. In the conclusion to the study, main principles were outlined that should be contemplated to counter a culture of avoidance of responsibility not only in school but also general social context. Although the study may have limited application because of its restricted parameters, it may have value through tentative exploration of a field about which little research is available in the literature. , M.Ed.
- Full Text:
Supporting a learner with Caudal regression syndrome in a special needs school
- Authors: Edmonds, Megan Jayne
- Date: 2015
- Subjects: Children with disabilities - Education , Inclusive education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/82923 , uj:19024
- Description: Abstract: Caudal regression syndrome (CRS) is a rare spinal condition affecting a small portion of learners with physical disabilities. Due to the rarity of this condition, there is limited research into the associated social-emotional and academic support needs. The case of Jo-Anne3, a fourteen-year old girl with CRS, has been used in this study to investigate the physical, academic, and social-emotional support needs associated with CRS. An in-depth exploration into the symptoms of CRS (five different types), treatment and prognosis was conducted using a literature review. The literature review also allowed for an investigation into the role of inclusive education and special schools in South Africa. Bronfenbrenner’s bioecological model for human development was highlighted to the show the importance of systems and the effect of systemic factors on an individual with a disability. Bronfenbrenner’s model has been adapted in this study in order to create the ice-cream cone model for case conceptualisation. This model allows for a visual representation of how the domains of support needs, case history and systemic factors all interact affecting the well-being of the disabled individual. In order to collect data, interviews were conducted with relevant role players in Jo-Anne’s life, as well as using data from an artefact and photographs. Analysis of the data led to the emergence of three themes, domains of support needs, additional compounding factors, and systemic factors. The three domains of support needs, specifically physical, social-emotional and academic, are all interrelated. Furthermore, the physical symptoms lead to physical support needs as well as social-emotional and academic support needs. The specific support needs in the three domains that were identified include a need for mobility, catheterisation, identity and self-concept development, support to assist feelings of ‘fitting in’, especially in an able-bodied society, and academic support to improve concentration and understanding. The data showed that the support needs did not originate solely from caudal regression syndrome. The support needs also stem from factors such as the current life stage, family influence and background, school influence, and comorbid diagnoses, which in this case, are specifically ADHD and the presence of a cleft palate. The exploration of this case has shown that in order to fully understand the support needs of a condition such as CRS, additional factors have to be taken into account and therefore, support need to be reviewed for each individual case. , M.Ed.
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- Authors: Edmonds, Megan Jayne
- Date: 2015
- Subjects: Children with disabilities - Education , Inclusive education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/82923 , uj:19024
- Description: Abstract: Caudal regression syndrome (CRS) is a rare spinal condition affecting a small portion of learners with physical disabilities. Due to the rarity of this condition, there is limited research into the associated social-emotional and academic support needs. The case of Jo-Anne3, a fourteen-year old girl with CRS, has been used in this study to investigate the physical, academic, and social-emotional support needs associated with CRS. An in-depth exploration into the symptoms of CRS (five different types), treatment and prognosis was conducted using a literature review. The literature review also allowed for an investigation into the role of inclusive education and special schools in South Africa. Bronfenbrenner’s bioecological model for human development was highlighted to the show the importance of systems and the effect of systemic factors on an individual with a disability. Bronfenbrenner’s model has been adapted in this study in order to create the ice-cream cone model for case conceptualisation. This model allows for a visual representation of how the domains of support needs, case history and systemic factors all interact affecting the well-being of the disabled individual. In order to collect data, interviews were conducted with relevant role players in Jo-Anne’s life, as well as using data from an artefact and photographs. Analysis of the data led to the emergence of three themes, domains of support needs, additional compounding factors, and systemic factors. The three domains of support needs, specifically physical, social-emotional and academic, are all interrelated. Furthermore, the physical symptoms lead to physical support needs as well as social-emotional and academic support needs. The specific support needs in the three domains that were identified include a need for mobility, catheterisation, identity and self-concept development, support to assist feelings of ‘fitting in’, especially in an able-bodied society, and academic support to improve concentration and understanding. The data showed that the support needs did not originate solely from caudal regression syndrome. The support needs also stem from factors such as the current life stage, family influence and background, school influence, and comorbid diagnoses, which in this case, are specifically ADHD and the presence of a cleft palate. The exploration of this case has shown that in order to fully understand the support needs of a condition such as CRS, additional factors have to be taken into account and therefore, support need to be reviewed for each individual case. , M.Ed.
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Exploring how a school based support team assists Grade four teachers in a primary school in identifying learning difficulties
- Authors: Mtshali, Dingaan Lucas
- Date: 2014-04-16
- Subjects: School support teams , Inclusive education , Special education , Primary school teachers
- Type: Thesis
- Identifier: uj:10776 , http://hdl.handle.net/10210/10284
- Description: M.Ed. (Educational Psychology) , Please refer to full text to view abstract
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- Authors: Mtshali, Dingaan Lucas
- Date: 2014-04-16
- Subjects: School support teams , Inclusive education , Special education , Primary school teachers
- Type: Thesis
- Identifier: uj:10776 , http://hdl.handle.net/10210/10284
- Description: M.Ed. (Educational Psychology) , Please refer to full text to view abstract
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