In keeping with international trends in education, South Africa has embraced inclusive education as the means by which diverse learners, including those who experience barriers to learning, should be educated. Premised on the need for schools to change and become responsive to diverse learners by offering the support necessary for access and participation, inclusion is beginning to be realised in South African schools. Independent schools comprise a small but significant sector in South African education, and, despite not having access to state resources, are implementing inclusive education. This study investigates the schools belonging to the oldest and largest independent schools' association, the Independent Schools' Association of Southern Africa (ISASA) to establish the extent to which learners who experience barriers to learning are included in ISASA schools and the practices that facilitate their inclusion. Data gathered from a self-administered questionnaire completed by principals of ISASA schools reveals that the majority of ISASA schools include at least some learners who experience intrinsic or extrinsic barriers to learning. The most common intrinsic barriers are AD(H)D and learning disability and the most common extrinsic barriers are family problems and language barriers. Support for these learners is provided at school-wide and classroom level through the implementation of various inclusive practices that have been described in the international literature on inclusion and in local policy and guideline documents. These include developing policies that guide the support of learners who experience barriers to learning; ensuring that personnel are available to provide appropriate support; harnessing support for learners, their parents and teachers both from within the school and from the wider community; ensuring wheelchair access and employing classroom and other strategies that facilitate access and participation. ISASA schools differ in the extent to which they are inclusive. A few are not inclusive at all, but most are showing progress and commitment to inclusion. In so doing, these schools are implementing ISASA's Diversity and Equity Policy that requires member schools to be inclusive of learners who experience barriers to learning wherever this is feasible educationally, and also realising Constitutional values of equality, dignity and freedom of discrimination. / Educational Studies / D. Ed. (Inclusive Education)

In keeping with international trends in education, South Africa has embraced inclusive education as the means by which diverse learners, including those who experience barriers to learning, should be educated. Premised on the need for schools to change and become responsive to diverse learners by offering the support necessary for access and participation, inclusion is beginning to be realised in South African schools. Independent schools comprise a small but significant sector in South African education, and, despite not having access to state resources, are implementing inclusive education. This study investigates the schools belonging to the oldest and largest independent schools' association, the Independent Schools' Association of Southern Africa (ISASA) to establish the extent to which learners who experience barriers to learning are included in ISASA schools and the practices that facilitate their inclusion. Data gathered from a self-administered questionnaire completed by principals of ISASA schools reveals that the majority of ISASA schools include at least some learners who experience intrinsic or extrinsic barriers to learning. The most common intrinsic barriers are AD(H)D and learning disability and the most common extrinsic barriers are family problems and language barriers. Support for these learners is provided at school-wide and classroom level through the implementation of various inclusive practices that have been described in the international literature on inclusion and in local policy and guideline documents. These include developing policies that guide the support of learners who experience barriers to learning; ensuring that personnel are available to provide appropriate support; harnessing support for learners, their parents and teachers both from within the school and from the wider community; ensuring wheelchair access and employing classroom and other strategies that facilitate access and participation. ISASA schools differ in the extent to which they are inclusive. A few are not inclusive at all, but most are showing progress and commitment to inclusion. In so doing, these schools are implementing ISASA's Diversity and Equity Policy that requires member schools to be inclusive of learners who experience barriers to learning wherever this is feasible educationally, and also realising Constitutional values of equality, dignity and freedom of discrimination. / Educational Studies / D. Ed. (Inclusive Education)

The South African government has developed various policies to promote equality and inclusivity in education. Despite all the efforts, Grade R in-service teachers seem unable to cope with inclusive education and it appears that they are not adequately prepared for inclusive education. The purpose of this study is to explore Grade R in-service teacher preparation for inclusive education in South Africa, with a view to add to existing knowledge on this topic and propose guidelines that can be used to enhance Grade R in-service teacher preparation for inclusive education. Bronfenbrenner’s ecological systems theory formed the theoretical foundation for this study. Qualitative approach was used to understand Grade R in-service teacher preparation for inclusive education. A sample group of eleven Grade R teachers were selected to provide “information-rich” data. Interviews, observations and document analysis were selected as data collection techniques. Data analysis and interpretation was a qualitative and inductive process. The findings revealed that Grade R in-service teacher preparation programmes are inadequate to prepare them for inclusive education; and they have difficulty coping with inclusive education because of insufficient translation of theory into practice and insufficient knowledge on the use of available resources for inclusive education. Curriculum differentiation should form an important aspect of teacher training. It is recommended that there should be a consultative process between all stakeholders who are involved in training of Grade R teachers. Guidelines were also proposed that could be used to enhance Grade R in-service teacher preparation programmes for inclusive education. These include preparing Grade R in-service teachers to apply curriculum differentiation in practical situations, and using teacher trainers who are knowledgeable about inclusive education in the context of the Grade R classroom. The researcher proposes that Grade R teachers be prepared so they are skilled, knowledgeable and confident to transfer knowledge and skills among themselves, even in cluster meetings. / Inclusive Education / Ph. D. (Inclusive Education)

Text in Afrikaans / Ten einde 'n kurrikulum relevant en doeltreffend te kan hou, is di t noodsaaklik om die kurrikulum gereeld te evalueer en dienooreenkomstig die bevindinge aan te pas, indien nodig. Spesiale skole in Suid-Afrika beskik oor 'n eiesoortige kernkurrikulum wat hoofsaaklik ontwikkel is vir leerders wat primer verstandelik matig gestrem is. Om verskeie redes, waarvan die belangrikste is, dat die meerderheid leerders wat hulle tans in spesiale skole bevind nie verstandelik matig gestremd is nie, word die werklike doeltreffendheid en relevansie van hierdie kurrikulum bevraagteken. Die doel van hierdie navorsing was derhalwe om die doeltreffendheid en relevansie van die kernkurrikulum wat vir die meerderheid spesiale skole in Suid-Afrika van toepassing is, te bepaal. 'n Sekondere doel van die ondersoek was om 'n kurrikulumevalueringsmodel te ontwikkel aan die hand waarvan kurrikulumevalueerders 'n kurrikulum vanuit 'n literatuurperspektief sou kon evalueer. Ten einde die ondersoek teoreties te fundeer, is 'n li teratuurondersoek onderneem na die grondslae en komponente van 'n kurrikulum. Op grond van die navorsingsresultate is die kurrikulumevalueringsmodel ontwikkel. Twee van die kurrikulumgrondslae wat by wyse van die navorsing blootgele is, is die leerder en die gemeenskap. By wyse van 'n li teratuur- en dokumentasie-ondersoek is bepaal wat die eise is wat spesialeskoolleerders en die gemeenskap aan die kernkurrikulum vir spesiale skole stel. Aan die hand van hierdie bevindinge is kurrikulumevalueringskriteria ontwikkel waarmee die kernkurrikulum vir spesiale skole toe geevalueer is. By die toepassing van hierdie kriteria is gevind dat die kernkurrikulum vir spesiale skole in vele opsigte nie behoorlik aan die eise van die leerders en die gemeenskap voldoen nie. Die gevolgtrekking kon derhalwe gemaak word dat die kernkurrikulum vir spesiale skole oor die algemeen nie doel treffend en relevant genoeg is nie. Aanbevelings is gemaak oor hoe die kernkurrikulum moontlik meer doeltreffend en relevant gemaak kan word. / Sustaining curriculum relevance and effectiveness, necessitates regular curriculum evaluation and adjustment in concurrence with the evaluation results. Special schools in South Africa have at their disposal their own · peculiar curriculum which was developed mainly for learners who are primarily mildly mentally disabled. For various reasons, the most important of which is that the majority of learners currently in special schools are not mildly mentally disadvantaged, the relevancy and effectiveness of this curriculum are questioned. The primary aim of this research was therefore to determine if the core curriculum for special education, which is applicable to the majority of special schools in South Africa, is relevant and effective. A secondary aim of this investigation was to develop a model for curriculum evaluation by means of which curriculum evaluators would be able to evaluate a curriculum from a literature perspective. With a view to founding this research theoretically, literature research was conducted into the foundations and components of the curriculum. On the basis of the research findings, the model for curriculum evaluation was developed. Two of the curriculum foundations that were disclosed by means of the research, were the learner and the community. By means of an investigation of literature and other relevant documentation, the demands made on the curriculum by the learner and the community, were determined. On the basis of these findings, criteria were developed by means of which the core curriculum for special schools was then assessed. When the above criteria were applied, it was found that in many respects the core curriculum for special schools did not completely comply with the demands of the learners and the community. The conclusion could therefore be drawn that the core curriculum for special schools are in general not effective and relevant enough. Proposals were made on how the core curriculum could possibly be made more effective and relevant. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)

Text in Afrikaans / Ten einde 'n kurrikulum relevant en doeltreffend te kan hou, is di t noodsaaklik om die kurrikulum gereeld te evalueer en dienooreenkomstig die bevindinge aan te pas, indien nodig. Spesiale skole in Suid-Afrika beskik oor 'n eiesoortige kernkurrikulum wat hoofsaaklik ontwikkel is vir leerders wat primer verstandelik matig gestrem is. Om verskeie redes, waarvan die belangrikste is, dat die meerderheid leerders wat hulle tans in spesiale skole bevind nie verstandelik matig gestremd is nie, word die werklike doeltreffendheid en relevansie van hierdie kurrikulum bevraagteken. Die doel van hierdie navorsing was derhalwe om die doeltreffendheid en relevansie van die kernkurrikulum wat vir die meerderheid spesiale skole in Suid-Afrika van toepassing is, te bepaal. 'n Sekondere doel van die ondersoek was om 'n kurrikulumevalueringsmodel te ontwikkel aan die hand waarvan kurrikulumevalueerders 'n kurrikulum vanuit 'n literatuurperspektief sou kon evalueer. Ten einde die ondersoek teoreties te fundeer, is 'n li teratuurondersoek onderneem na die grondslae en komponente van 'n kurrikulum. Op grond van die navorsingsresultate is die kurrikulumevalueringsmodel ontwikkel. Twee van die kurrikulumgrondslae wat by wyse van die navorsing blootgele is, is die leerder en die gemeenskap. By wyse van 'n li teratuur- en dokumentasie-ondersoek is bepaal wat die eise is wat spesialeskoolleerders en die gemeenskap aan die kernkurrikulum vir spesiale skole stel. Aan die hand van hierdie bevindinge is kurrikulumevalueringskriteria ontwikkel waarmee die kernkurrikulum vir spesiale skole toe geevalueer is. By die toepassing van hierdie kriteria is gevind dat die kernkurrikulum vir spesiale skole in vele opsigte nie behoorlik aan die eise van die leerders en die gemeenskap voldoen nie. Die gevolgtrekking kon derhalwe gemaak word dat die kernkurrikulum vir spesiale skole oor die algemeen nie doel treffend en relevant genoeg is nie. Aanbevelings is gemaak oor hoe die kernkurrikulum moontlik meer doeltreffend en relevant gemaak kan word. / Sustaining curriculum relevance and effectiveness, necessitates regular curriculum evaluation and adjustment in concurrence with the evaluation results. Special schools in South Africa have at their disposal their own · peculiar curriculum which was developed mainly for learners who are primarily mildly mentally disabled. For various reasons, the most important of which is that the majority of learners currently in special schools are not mildly mentally disadvantaged, the relevancy and effectiveness of this curriculum are questioned. The primary aim of this research was therefore to determine if the core curriculum for special education, which is applicable to the majority of special schools in South Africa, is relevant and effective. A secondary aim of this investigation was to develop a model for curriculum evaluation by means of which curriculum evaluators would be able to evaluate a curriculum from a literature perspective. With a view to founding this research theoretically, literature research was conducted into the foundations and components of the curriculum. On the basis of the research findings, the model for curriculum evaluation was developed. Two of the curriculum foundations that were disclosed by means of the research, were the learner and the community. By means of an investigation of literature and other relevant documentation, the demands made on the curriculum by the learner and the community, were determined. On the basis of these findings, criteria were developed by means of which the core curriculum for special schools was then assessed. When the above criteria were applied, it was found that in many respects the core curriculum for special schools did not completely comply with the demands of the learners and the community. The conclusion could therefore be drawn that the core curriculum for special schools are in general not effective and relevant enough. Proposals were made on how the core curriculum could possibly be made more effective and relevant. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)

This study examines stresses experienced by primary school learners with learning problems in inclusive classrooms in an Independent School. Literature suggests that learners with learning problems experience more academic, emotional and social difficulties at school than do their peers without learning problems. The Transactional Model of stress was used as a point of departure for the qualitative empirical study to understand stress as it is experienced by three Grade 4 learners. Several school stresses were identified which contributed to unmet emotional and social needs. The three central sources of stress were classified as S1 (Inability to meet perceived/anticipated demand), S2 (Overload – too much expected) and S3 (Selfexpectations not met). The learners’ own suggestions regarding the relief of these stresses were examined and contributed to guidelines to assist teachers in relieving these stresses experienced by learners with learning problems in the inclusive classroom. / Psychology of Education / M. Ed. (Guidance and Counselling)

This study examines stresses experienced by primary school learners with learning problems in inclusive classrooms in an Independent School. Literature suggests that learners with learning problems experience more academic, emotional and social difficulties at school than do their peers without learning problems. The Transactional Model of stress was used as a point of departure for the qualitative empirical study to understand stress as it is experienced by three Grade 4 learners. Several school stresses were identified which contributed to unmet emotional and social needs. The three central sources of stress were classified as S1 (Inability to meet perceived/anticipated demand), S2 (Overload – too much expected) and S3 (Selfexpectations not met). The learners’ own suggestions regarding the relief of these stresses were examined and contributed to guidelines to assist teachers in relieving these stresses experienced by learners with learning problems in the inclusive classroom. / Psychology of Education / M. Ed. (Guidance and Counselling)