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The extent and practice of inclusion in independent schools (ISASA members) in Southern AfricaWalton, Elizabeth Lockhart 30 June 2006 (has links)
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)
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The extent and practice of inclusion in independent schools (ISASA members) in Southern AfricaWalton, Elizabeth Lockhart 30 June 2006 (has links)
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)
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In-service teacher preparation to implement inclusive education in Grade RFerreira, Nathan 24 November 2020 (has links)
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)
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Ondersoek na die doeltreffendheid en relevansie van die kurrikulum vir spesiale onderwysTheron, Matthiam Jacobus 11 1900 (has links)
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)
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Ondersoek na die doeltreffendheid en relevansie van die kurrikulum vir spesiale onderwysTheron, Matthiam Jacobus 11 1900 (has links)
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)
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Stresses amongst primary school learners with learning problems in inclusive classrooms in an independent schoolKirchner, Valerie Ann 11 1900 (has links)
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)
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Stresses amongst primary school learners with learning problems in inclusive classrooms in an independent schoolKirchner, Valerie Ann 11 1900 (has links)
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)
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