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Die rol van die onderwyser met betrekking tot die implementering van inklusiewe onderwys : 'n opvoedkundig sielkundige perspektief / The role of the educator in respect to the implementation of inclusive education : an educational psychological perspectiveEngelbrecht, Jurita 30 November 2005 (has links)
Text in Afrikaans / Presently, within the South African Educational system. there is an indinatlon
towards a single indusive educational system. Since the implementation of such
a system lodges with the educator within the classroom. factors that have a
bearing on the role of the educator. seen from an educational psychological
perspective in conjunction with a literature study as well as a quantitative
research are hereby researched. Attention is also devoted to the setting of
guidelines by the educational psychologist for the educator in respect of the
implementation of this given concept. / Educational Studies / M.Ed. (Voorligting)
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Personality traits of learners with special education needs : implications in an inclusive education settingVisser, Tracey 11 1900 (has links)
An American study used the High School Personality Questionnaire (HSPQ) as a
predictive tool when placing learners in special classes. The personality characteristics of
these learners were found to have a pervasive influence on learning. As the policy
regarding the provision of education in South Africa has changed, with the emphasis on
the accommodation of all learners in one inclusive education system,· further study of the
personality traits of South African learners with special education needs was deemed
necessary, before devising classroom management strategies that could be employed
within an inclusive education system.
This study provides the results of a literature and an empirical investigation into the
personality traits of learners with special education needs. The educational implications
are addressed, with specific reference to the education of learners with special education
needs in an inclusive education system, and practical strategies for educators, parents and
the Educational Psychologist are presented. / Educational Studies / M. Ed. (with specialisation in Guidance and Counselling)
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Personality traits of learners with special education needs : implications in an inclusive education settingVisser, Tracey 11 1900 (has links)
An American study used the High School Personality Questionnaire (HSPQ) as a
predictive tool when placing learners in special classes. The personality characteristics of
these learners were found to have a pervasive influence on learning. As the policy
regarding the provision of education in South Africa has changed, with the emphasis on
the accommodation of all learners in one inclusive education system,· further study of the
personality traits of South African learners with special education needs was deemed
necessary, before devising classroom management strategies that could be employed
within an inclusive education system.
This study provides the results of a literature and an empirical investigation into the
personality traits of learners with special education needs. The educational implications
are addressed, with specific reference to the education of learners with special education
needs in an inclusive education system, and practical strategies for educators, parents and
the Educational Psychologist are presented. / Educational Studies / M. Ed. (with specialisation in Guidance and Counselling)
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Gesindheid van onderwysers in gewone skole teenoor leerders met spesiale onderwysbehoeftesWessels, Daniel 04 1900 (has links)
Summaries in Afrikaans and English / Die wereldwye neiging in die onderwys wat bekend staan as lnsluiting is
teweeggebring deur die reg van elke individu op onderrig, soos vasgele in die
Universele Verklaring van Menseregte van 1948, tesame met die hernieude
onderneming van die wereldgemeenskap' op die Wereldkonferensie oor
Opvoeding vir Almal van 1990 om daardie reg, ten spyte van individuele
•
verskille, te verskans. Aile aanduidings is dat Suid-Afrika ook die beleid van
lnsluiting sal aanvaar in die regering se pogings om die onderwys te
hervorm. Hierdie beleid van lnsluiting hou groot implikasies in vir die
onderwyser in, die gewone skole, aangesien hulle beida die voorwerp en die
. agent is van sodanige hervorming. Daar word aanvaar dat die onderwyser se
houding teenoor leerders in die algemeen 'n belangrike rol speel met
betrekking tot die sukses van die onderrig- en leergebeure in die klaskamer.
Hierdie houding word dikwels bepaal deur die · onderwyser se kennis van
leerders in die klaskamer en sy vaardighede met betrekking tot hul onderrig.
In die lig van die literatuurstudie, wat daarop dui dat onderwysers nie
voldoende opleiding ontvang om aan die behoeftes van leerders met spesiale
onderwysbehoeftes te voldoen nie, word in hierdie navorsing die houding van
die onderwyser in die gewone skool teenoor die leerders met spesiale
onderwysbehoeftes soos dit in die praktyk openbaar word bepaal. / The right of every individual to education, as enshrined in the 1948 Universal
Declaration of Human Rights, and the renewing of the pledge made by the world
community at the 1990 World Conference on Education for All to ensure that right,
regardless of individual differences, gave rise to the worldwide trend in education
known as Inclusion. All indications are that South Africa will also adopt the policy
of Inclusion as part of the government's efforts to reform education. The policy of
Inclusion has major implications for the teachers in the ordinary school, as they
are both the subjects and the agents of reform. It is generally believed that
teachers' attitudes towards learners plays a major role ·in the success of the
teaching-learning events in the classroom. These attitudes are often influenced by
..
the teachers' knowledge of the learners in their classrooms and their skill in
teaching them. In view of literature that suggests that teachers are not adequately
trained to meet the needs of learners, with special Educational needs, this study
undertakes to investigate the attitude of teachers in the ordinary school towards
learners with special educational needs, as it manifests in practice. / Educational Studies / M.Ed. (Ortopedagogiek)
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Gesindheid van onderwysers in gewone skole teenoor leerders met spesiale onderwysbehoeftesWessels, Daniel 04 1900 (has links)
Summaries in Afrikaans and English / Die wereldwye neiging in die onderwys wat bekend staan as lnsluiting is
teweeggebring deur die reg van elke individu op onderrig, soos vasgele in die
Universele Verklaring van Menseregte van 1948, tesame met die hernieude
onderneming van die wereldgemeenskap' op die Wereldkonferensie oor
Opvoeding vir Almal van 1990 om daardie reg, ten spyte van individuele
•
verskille, te verskans. Aile aanduidings is dat Suid-Afrika ook die beleid van
lnsluiting sal aanvaar in die regering se pogings om die onderwys te
hervorm. Hierdie beleid van lnsluiting hou groot implikasies in vir die
onderwyser in, die gewone skole, aangesien hulle beida die voorwerp en die
. agent is van sodanige hervorming. Daar word aanvaar dat die onderwyser se
houding teenoor leerders in die algemeen 'n belangrike rol speel met
betrekking tot die sukses van die onderrig- en leergebeure in die klaskamer.
Hierdie houding word dikwels bepaal deur die · onderwyser se kennis van
leerders in die klaskamer en sy vaardighede met betrekking tot hul onderrig.
In die lig van die literatuurstudie, wat daarop dui dat onderwysers nie
voldoende opleiding ontvang om aan die behoeftes van leerders met spesiale
onderwysbehoeftes te voldoen nie, word in hierdie navorsing die houding van
die onderwyser in die gewone skool teenoor die leerders met spesiale
onderwysbehoeftes soos dit in die praktyk openbaar word bepaal. / The right of every individual to education, as enshrined in the 1948 Universal
Declaration of Human Rights, and the renewing of the pledge made by the world
community at the 1990 World Conference on Education for All to ensure that right,
regardless of individual differences, gave rise to the worldwide trend in education
known as Inclusion. All indications are that South Africa will also adopt the policy
of Inclusion as part of the government's efforts to reform education. The policy of
Inclusion has major implications for the teachers in the ordinary school, as they
are both the subjects and the agents of reform. It is generally believed that
teachers' attitudes towards learners plays a major role ·in the success of the
teaching-learning events in the classroom. These attitudes are often influenced by
..
the teachers' knowledge of the learners in their classrooms and their skill in
teaching them. In view of literature that suggests that teachers are not adequately
trained to meet the needs of learners, with special Educational needs, this study
undertakes to investigate the attitude of teachers in the ordinary school towards
learners with special educational needs, as it manifests in practice. / Educational Studies / M.Ed. (Ortopedagogiek)
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