No description available.

A research report submitted to the Faculty of Education, University of the Witwatersrand Johannesburg, in partial fulfilment of the requirements for the degree of Master of Education / This study explored the attitudes of teachers in three types of South African schools (Mainstream, Full-service, and Special school) towards inclusive education in relation to the support that they are receiving in the implementation of inclusive education in their respective schools. Participants in this study were selected purposively from mainstream, full-service, and special schools within the Johannesburg South district. Data in the research was collected through individual teacher interviews. Data obtained was interpreted using qualitative methods. Participants were coded (in relation to the type of school they are from) in order to ensure anonymity in the results. Data was analysed using Thematic Content Analysis. Thematic Content Analysis allowed the researcher to descriptively identify, analysis, and report themes. It involved the identifying of common themes throughout the text which describe significant aspects of the data in relation to the research question. The computer programme ATLAS was used in order to assist with the Thematic Analysis. Following the analysis of data it was found that the attitudes of mainstream and full-service teachers towards inclusive education are mostly negative in comparison to that of teachers in special schools as result to the discrepancies in the level of support each teacher receives to implement inclusive education (depending on the type of school they are in). The former has implication in terms of how effectively inclusive education is implemented in all schools in South Africa because in accordance to this study's findings support for teachers should not be based on only the type of school teachers are in but also the type of support teachers need individually. Also it was found that the ideals of inclusive education are not fully accepted by all stakeholders (more specifically the different units within the district) within the education department and this has influenced how teachers view the relevance of inclusive education policies. Considering the finding of the study, an exploration of how all stakeholders in the education system view and practice the policy of inclusive education is seemingly required in future research to better understand the state in which inclusive education is currently progressing in South Africa. Furthermore due to teachers being a major stakeholder in the implementation of inclusive education, it is important that continuous exploration on their attitudes and that which may influence their attitude towards inclusive education is done. Consequently, issues such as discrepancies in support towards teachers due to differences in types of school need to be further investigated. / Andrew Chakane 2020

A major dilemma that is being addressed in the current project is the discrepancies between healthcare system's expectations for a rapid and successful rehabilitation process and patients after having a stroke ability to meet these expectations while striving to adapt to the calamitous event in their life. Emphasizing a more biomedical approach and under implementation of psychosocial approaches, poor acknowledging of patients' basic psychological needs lead to poor motivation, therapeutic disengagement and may lead to a rehabilitation failure. To cope with this gap in the process of stroke rehabilitation, an educational program aiming for occupational therapists working with patients after having a stroke in their acute and post-acute rehabilitation phases was constructed. The program guides practitioners for effective communication with their patients, building a needs-supportive environment and addressing their patients' basic psychological needs in light of the selfdetermination theory, theories of adaptation from occupational therapy perspectives and considering occupational justice and the ICF model. A clinical reasoning, step-by-step problem solving is introduced using adaptation of known models and innovated models for interventions that were created for this purpose. Program delivery through a series of 4-webinar modules is illustrated with their learning objectives, assignments and discussions. The program evaluation and implementation are expected to be the initiator of a change in the health and rehabilitation climate and in Israel.

No description available.

No description available.

No

No

No

Thesis (MPA.) --University of Limpopo, 2014 / iii ABSTRACT Government Institutions are in terms of the Skills Development Act, (Act 97 of 1998), required to develop employees in order to achieve good and effective performance. The Act makes provision for the development of Workplace Skills Plan by government institutions and mandates these institutions, including Government Departments, to budget at least 1% of their payroll for training and development of employees. It is, however, not apparent whether or not the developed Workplace Skills Plans are in line with the employees training needs and training interventions. As a result, the essence of this study is to determine how to align employees training needs with the Departmental Workplace Skills Plan in the Limpopo Department of Health. In addition, the study investigates whether or not training interventions in the Limpopo Department of Health are informed by the identified skills needs. The type of research methodology used in this study is the quantitative approach, which is in the form of a structured questionnaire. The main finding of the study is that although the Limpopo Department of Health developed the Workplace Skills Plan, training interventions were not aligned to it. In addition, a large percentage of the respondents was not aware of the skills audit exercise that the Department undertook. This study also reveals that the post-training evaluation which was done by the Department did not contribute to important subsequent training interventions. The key recommendation made is that the Limpopo Department of Health should make employees aware of the skills audit exercise the Department often undertakes. Additionally, Personal Development Plans should be continuously used to identify pertinent employee training needs relevant for the Departmental Workplace Skills Plan KEY WORDS • Limpopo Department of Health • Workplace Skills Plan • Personal Development Plan • Skills Audit • Training Interventions • Training Needs Analysis • Employees Training Needs

The survival rate and life expectancy of infants with complex health needs have increased overthe last decades, and this increases the number of families who have to care for such infants at home. These families seek support in the community setting, and supporting them has a positive impact on the well-being of both the parents and the infant. In South Africa the needs of these parents are not known, and this fact makes it difficult to adequately support them in the community. The aim of this study was to explore and describe the needs of parents of infants with complex health needs in the community setting. Two objectives were set to reach the aim mentioned above: 1) to critically appraise and synthesise the best available evidence on the support needs of parents of infants with complex health needs and 2) to explore and describe parents’ emic perspective on their support needs as parents of infants with complex health needs in a South African context. A sequential mixed method approach was utilised in two phases, here discussed in five chapters. In an attempt to meet objective one, the support needs of parents of infants with complex health needs were determined by means of an integrative literature review from studies obtained through computerised searches of several electronic databases, supplemented by checking reference lists and consultation with experts. This was followed by individual face-to-face interviews with the stated parents in three different settings. The latter addressed the second objective of the study, namely to provide an emic perspective on the support needs of parents of infants with complex health needs in a South African context. The integrative literature review described five main themes on the support needs of parents of infants with complex health needs: need for information, need for parent-to-parent support, need for professional support, need for self-confidence in the care of the infant and need for social support. All of these themes were confirmed in the South African context through the interviews with parents. However, South African parents added an additional theme: the need for normality. The final chapter offers an evaluation of the study and discusses study limitations and recommendations for nursing practice, education and research. / Thesis (MCur)--North-West University, Potchefstroom Campus, 2013.