The current democratic climate in South Africa, along with current educational reform has called for a re-consideration of assessment and intervention procedures in the education and psychology context. Historical procedures of assessment and intervention programmes have been seen to be culturally biased, unfair, and unethical to children. These methods have been further regarded as too simplistic. A call for an approach to assessing and supporting children, which takes into consideration many factors of the child’s environment, has been placed. This study aimed to investigate the effectiveness of the constructivist ecosystemic approach to assessment and intervention used with a case study, Matthew, who was assessed and supported in this approach prior to the onset of this study. A constructivist, ecosystemic assessment process, The Initial Assessment and Consultation (IAC) was used in understanding the child’s development. Such an assessment process called for an ecosystemic intervention programme, including, learning support through the application of the Cognitive Approach to Literacy Instruction (CATLI) as well as play therapy for the child and parent counselling for the parents. Methods of qualitative data collection were used, such as surveys completed by all the participants and extant data, such as learning support exams, lesson plans and a journal as well as counselling process notes. Thematic content analysis was employed to analyse the data. The findings of this study suggest that a holistic constructivist ecosystemic approach to assessment and interventions is a viable process in understanding and supporting an underachieving anxious child. However, it is acknowledged that a considerable body of research needs to be achieved before this finding can be considered conclusive. In addition, certain constraints to using this approach were acknowledged, such as time and expertise.

nÃo hà / O presente estudo investiga a avaliaÃÃo de impacto das aÃÃes de capacitaÃÃo do Programa de Ouvidores do Estado do CearÃ, e como à influenciado pelas caracterÃsticas do suporte organizacional, transferÃncia de treinamento e suporte da aprendizagem contÃnua, segundo os modelos MAIS e IMPACT. Portanto, tem-se a seguinte questÃo de pesquisa: Quais os impactos do Programa de FormaÃÃo de Ouvidores para a melhoria da qualidade dos serviÃos de GestÃo PÃblica do Estado do CearÃ? Sendo assim, o objetivo geral do estudo à avaliar os impactos do curso de FormaÃÃo de Ouvidores Egressos realizados na EGP-CE no perÃodo de 2011 a 2013. O desenvolvimento desse estudo foi exposto à luz da proposiÃÃo de Bruyne et. al. (1977), cuja proposiÃÃo epistÃmica Quadripolar (epistemolÃgico, teÃrico, morfolÃgico e tÃcnico) estabelece uma via metodolÃgica proposto por Popper (2007). Os dados quantitativos foram colhidos atravÃs de questionÃrios, desde as aÃÃes instrucionais ocorridas entre os anos de 2011 e 2013 colhidos de 72 ouvidores participantes da administraÃÃo direta do Estado do CearÃ. Os dados qualitativos foram aplicados a 9 instrutores e 11 gestores por entrevistas semiestruturadas. Os dados foram tratados atravÃs da anÃlise fatorial e equaÃÃes estruturais que apresentaram bons Ãndices de confiabilidade. Os resultados evidenciaram que Suporte Organizacional e à TransferÃncia sÃo importantes preditores de impacto, evidenciados por variÃveis relacionadas ao apoio gerencial, melhoria na rotina de trabalho, autonomia e melhoria de indicadores, gerando impactos para a satisfaÃÃo do usuÃrio. / The present study looks into the evaluation impact of training in the Programme of Ombudsman of State of Cearà and how is influenced by organizational support, transfer of training and support of continuous learning according to MAIS (Modelo de AvaliaÃÃo Integrado e Somativo) and IMPACT (Modelo Integrado de AvaliaÃÃo do Impacto do Treinamento no Trabalho) models. The research was therefore designed by the following question: What is the impact of Training of Ombudsman Programme improving the best quality standards on the public service in the State of CearÃ. For that reason, the overall purpose of the study was to evaluate the impacts on the Programme of Ombudsman be trained recently took place in the Escola de GestÃo PÃblica in the State of Cearà during 2011, 2012 and 2013. The development of this study was done with the proposal of Bruyne et. al. (1977), whose epistemic proposition based on four poles (epistemological, theorical, technical and morphological) provides an appropriate way proposed by Popper(2007). Quantitative data was collected through questionnaires according to instructional action takes place with 72 ombudsman belonged to Cearà State Government. Qualitative data was applied to nine(9) instructors and eleven (11) public managers by semi-structured interview. Data was statiscally analyzed using: Factor analyses and Structural Equation Modeling as result highest level of stability. The result showed the organizational and Transfer Support as important predictors of impact, that were confirmed by dependent variables as management support, improvement to the present work practices, autonomy and indicator improvement for optimum results and satisfaction of the users of public service.

It is recognised through current literature that contaminantin trusion is a primary threat leading to degradation of water quality and threat to human health. The problem is more serious in developing countries where the water supply is intermittent and water distribution system crisscross with sanitary systems. Therefore there is a need to develop the methodology that enables the decision makers and engineers to undertake actions to minimise the risk of contamination of water. The researchs tudy presentedin this thesis addresses these water quality issues by developing the appropriate modelling tools to minimize the risk of contaminant intrusion. The conceptual framework proposed in this study consists of a risk based approach where the process of contaminant intrusion into the systems is traced to know the hazards of contaminant intrusion and vulnerability of the system. The risk of contaminant intrusion into the pipes of a water distribution system is then estimated as the function of hazards and vulnerability. A suit of four models is developed based on this framework. The first model is a water distribution pipe condition assessment model that simulates the potential pathway for contaminant ingress into water pipes by relating it to the deterioration/condition of the pipes. The condition of each pipe is assessed by means of numerous factors related to physical, environmental and operational aspects of the water distribution system. These factors are grouped into different indicators at three levels, depending on the nature of influence of each factor on the deterioration process of the pipe. The uncertainties inherent in these pipe condition indicators are described with fuzzy set theory. A distance based multi-criteria decision making method-fuzzy composite programming has been applied to combine the multilevel pipe condition indicators to form a single indicator to rank the condition of the pipes. The second model is a water flow and contaminant transport modelling tool. This model predicts the envelope of pollution emanating from pollution sources (contaminant zone) and simulates the seepage and contaminant transport in this zone. It is assumed that the seepage of contaminant from pollution sources such as unlined canal/drains and surface water bodies follow saturated flow while from pollution sources such as sewer pipelines, lined canals/drains follow unsaturated flow. Accordingly Richard/Green Ampt equations (unsaturated flow) and Darcy's equation (saturatedf lows) are coupled with advection-diffusion equations that account for water flow and contaminant transport respectively. The third model, the contaminant ingress model, identifies sections of pipe of water distribution system within contaminant zone by combining the outputs from the contaminant seepage model with spatial analysis. The fourth model, the risk assessment model, identifies the risk of contaminant intrusion into a water distribution system from the outputs of the above three models, namely the vulnerability of the water distribution pipe (pipe condition assessment model), the contaminant concentration(contaminant seepage model) and section of pipe in contaminant zone (contaminant ingress model). All these models have been integrated into ArcView GIS to form a decision support system (Improved Risk Assessment of Water Distribution System) and applied to a real water distribution system in Guntur, India for which water pipe network data and data for pollution sources were collected. The modelling results are presented as risk maps that show the potential areas that are under threat of contamination with relative risk scores. It is envisaged that the developed modelling tools will be used by water utilities in developing countries to improve the water quality management by identifying vulnerable areas and understanding threats that exist to the water distribution systems.

The purpose of the research was to explore the experiences of educators regarding the training for the implementation of inclusive education in a Full Service school. A qualitative research design was chosen, using a case study. Three methods of gathering data were used, namely individual interviews, focus group interviews and observations. The study was conducted in a primary schools in the North West province that was converted into a fullservice school in 2008. The findings indicated that educators demonstrated misunderstanding of the Screening, Identification, Assessment and Support strategy. The misunderstanding can be ascribed to the kind of training educators received. The training lacked in–depth content and practical demonstration. Recommendations on the content and the dynamics of the training process are made. The overarching recommendation on the dynamics of the training indicated that the training should be revisited for improved methods of training. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

The purpose of the research was to explore the experiences of educators regarding the training for the implementation of inclusive education in a Full Service school. A qualitative research design was chosen, using a case study. Three methods of gathering data were used, namely individual interviews, focus group interviews and observations. The study was conducted in a primary schools in the North West province that was converted into a fullservice school in 2008. The findings indicated that educators demonstrated misunderstanding of the Screening, Identification, Assessment and Support strategy. The misunderstanding can be ascribed to the kind of training educators received. The training lacked in–depth content and practical demonstration. Recommendations on the content and the dynamics of the training process are made. The overarching recommendation on the dynamics of the training indicated that the training should be revisited for improved methods of training. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

La tesi si basa sui principi della sostenibilità ambientale applicati al settore della viticultura. I principali obiettivi sono: i) analisi della letteratura riguardante gli indicatori agro-ambientali, ii) sviluppo di una metodologia innovativa per valutare l’impatto ambientale della viticultura e, iii) applicazione della metodologia in casi pratici. La parte introduttiva è dedicata all’analisi degli indicatori agro-ambientali e delle relative politiche europee, alle tematiche inerenti il vino sostenibile e i sistemi di supporto alle decisioni per una viticultura sostenibile. Nella seconda parte è presentata una rigorosa e completa metodologia per valutare il livello di sostenibilità in tutte le fasi della produzione di uva, usando sia indicatori agronomici sia l’approccio della valutazione del ciclo di vita (Life Cycle Assessment). Sono state identificate sei categorie di impatto: salute umana, aria, suolo, biodiversità, consumi energetici e uso dell’acqua. Ogni categoria è composta da sotto-indicatori, per un totale di 21 sotto-indicatori, ognuno dei quali avente un punteggio (da 0 a 5) e un peso relativo nel punteggio complessivo di sostenibilità (da 0 a 5). La terza parte riguarda l’applicazione della metodologia in casi studio all’interno del progetto europeo “InnoVine”. Il lavoro di ricerca è stato realizzato seguendo le linee guida di standard internazionali e documentate fonti di letteratura per la valutazione della prestazione ambientale ed elaborando metodologie originali per la raccolta dei dati, la quantificazione degli impatti e l’interpretazione dei risultati. Infine, i risultati ottenuti confermano: i) la validità della metodologia nel calcolare gli impatti delle differenti pratiche viticole sull’ambiente e, ii) la possibilità di implementare la metodologia in un sistema di supporto alle decisioni per una viticultura sostenibile. / The thesis focuses on environmental sustainability principles applied to the viticultural sector. The main goals are: (i) analysis of the literature background on agri-environmental indicators, (ii) development of an innovative methodology to assess environmental impacts of viticulture, and (iii) testing of the methodology in practical cases. The introduction is dedicated to the analysis of the agri-environmental indicators and the related EU policies, sustainable wine issues, and decision support systems for a sustainable viticulture. In the second part, a rigorous and complete methodology is developed to assess the sustainability level of viticulture in all the phases of the grape growing using both agronomic indicators and the Life Cycle Assessment approach. Six impact categories were identified: human health, air, soil, biodiversity conservation, energetic consumptions, and water use. Each category is composed by sub-indicators, for a total of 21 sub-indicators, each of them having a score (between 0 and 5) and a defined weight on the overall sustainability score (between 0 and 5). In the third part, the methodology was tested in practical cases within the European project “InnoVine”. The study is carried out following the guidelines from international standards and from documented literature sources for the assessment of the environmental performance and elaborating original methodologies for the input data collection, the quantification of the impacts, and the interpretation of the results. Finally, the results obtained confirm: i) the methodology validity in quantifying the impacts of different grape production practices on the environment, and ii) the possibility to implement the methodology in a decision support system for a sustainable viticulture.

Full-service/inclusive schools are new institutions in South Africa which have been established in terms of the Education White Paper 6 (Department of Education, 2001:22-23) as pilot schools for the rolling out of the Inclusion policy in South Africa. The purpose of this study was to explore the teachers‟ challenges in identifying learners who experience barriers to learning in a rural Full-Service School in KwaZulu-Natal. Teachers in such schools are expected to have skills and knowledge to identify learners and provide support. Most teachers in Full-Service Schools possess qualifications to teach in mainstream schools and depend on the Departmental workshops for the skills needed to identify learners and provide support. The identification of such learners was selected because it is the first step in the process of providing support to learners. Teachers should therefore have skills and knowledge of identifying learners in order to minimise bias, non-identification, over-identification as well as mis-identification. This qualitative study employed a case study design to examine teachers‟ challenges in identifying learners. Six teachers were selected for interviews and the SIAS documents were studied to confirm the findings from interviews. Inductive methods were used to analyse the data. Recommendations for future research studies were made. / Inclusive Education / M. Ed. (Inclusive Education)

Full-service/inclusive schools are new institutions in South Africa which have been established in terms of the Education White Paper 6 (Department of Education, 2001:22-23) as pilot schools for the rolling out of the Inclusion policy in South Africa. The purpose of this study was to explore the teachers‟ challenges in identifying learners who experience barriers to learning in a rural Full-Service School in KwaZulu-Natal. Teachers in such schools are expected to have skills and knowledge to identify learners and provide support. Most teachers in Full-Service Schools possess qualifications to teach in mainstream schools and depend on the Departmental workshops for the skills needed to identify learners and provide support. The identification of such learners was selected because it is the first step in the process of providing support to learners. Teachers should therefore have skills and knowledge of identifying learners in order to minimise bias, non-identification, over-identification as well as mis-identification. This qualitative study employed a case study design to examine teachers‟ challenges in identifying learners. Six teachers were selected for interviews and the SIAS documents were studied to confirm the findings from interviews. Inductive methods were used to analyse the data. Recommendations for future research studies were made. / Inclusive Education / M. Ed. (Inclusive Education)

Abstracts in English, Tswana, Venda and Tsonga / The study explored the significance of educator’s assessment practices for learners who experience barriers to learning within the senior phase in Tshwane North District. The goal of the study was to explore the challenges that affect educators’ assessment practices for learners experiencing barriers to learning within Senior Phase. The study used the conceptual system based on the framework recommended by Hargreaves, Earl, and Schmidt (2002). The framework comprised four viewpoints which incorporate technological, cultural, political, and post-modern measurements. The model is exceptionally accommodating in explaining and justifying educator’s assessment practices. A phenomenological case study design was adopted in this study. Qualitative data collection instruments were used to gather data. The participants included 4 educators, 4 Deputy Principals, 4 Institutional Level Support Team (ILST) Coordinators, and 4 School Assessment Team (SAT) Coordinators. In addition, the other participants from District Office included the Head of District Assessment Team (DAT) and the Head of the District Level Support Team (DLST). Content analysis was utilised to dissect the data which was gathered in the study. The study revealed various barriers that hinder assessment practices when assessing learners experiencing barriers to learning. Amongst others overcrowding, non-availability of resources, lack of training of educators in assessing learners experiencing barriers to learning, insufficient parental involvement, insufficient support from the ILST and the DLST emerged as factors which negatively affected educators’ assessment practices in inclusive education classrooms. The results in this study resulted in the development of a Comprehensive Inclusive Classroom Assessment Model (CICAM) for Senior Phase secondary school educators in Tshwane North District. The researcher developed a model which responds to the needs of learners experiencing barriers to learning so that their pedagogical and assessment needs are catered for adequately. The model showed the convergence of different stakeholders which are required on board for inclusive education assessment experience for educators and learners to be effective and efficient as well. It was recommended that inclusive assessment practices should be flexible and provide tailor-made assessment practices which accommodate all learners despite their diversity. In this regard it was further recommended that assessment in inclusive classrooms should be adapted to ensure that assessment practices address the pedagogical and psychological needs of all learners in the classroom. The researcher believes that legitimate and adequate training can provide educators with clarity around what is anticipated of when assessing learners who experience barriers to learning. One of the recommendations is that teacher development and an ongoing support from the Department of Basic Education (DBE) needs to become a priority. / Thutopatlisiso e lebeletse bomaleba jwa ditiragatso tsa tlhatlhobo tsa barutabana malebana le barutwana ba ba itemogelang dikgoreletsi tsa go ithuta mo Legatong le Legolwane, mo dikolong tsa sekontari mo Kgaolong ya Bokone jwa Tshwane. Maikemisetso a thutopatlisiso e ne e le go lebelela dikgwetlho tse di amang ditiragatso tsa tlhatlhobo tsa barutababa ba barutwana ba ba itemogelang dikgoreletsi tsa go ithuta mo Legatong le Legolwane. Thutopatlisiso e dirisitse tsamaiso ya dikakanyo, e e ikaegileng ka letlhomeo le le atlenegisitsweng ke Hargreaves, Earl le Schmidt (2002). Letlhomeso le na le dintlhapono di le nne, tse di akaretsang ditekanyetso tsa thekenoloji, setso, sepolotiki le morago ga sejwalejwale. Sekao se mosola thata mo go tlhaloseng le go amogela ditiragatso tsa tlhatlhobo tsa morutabana. Go dirisitswe thadiso ya thutopatlisiso ya kgetse ya ditiragalo mo thutopatlisisong eno. Go dirisitswe didiriswa tsa kokoanyo ya data tsa molebo o o lebelelang mabaka go kokoanya data. Banni-le-seabe ba akareditse barutabana ba le 4, batlatsabagokgo ba le 4, bagokaganyi ba setlhophatshegetso sa legato la setheo (ILST) ba le 4 le bagokaganyi ba setlhopha sa tlhatlhobo sa sekolo (SAT) ba le 4. Go tlaleletsa, go nnile le banni-le-seabe ba ba tlhophilweng go tswa kwa Kantorong ya Kgaolo, go akarediwa Tlhogo ya Setlhopha sa Tlhatlhobo sa Kgaolo (DAT) le Tlhogo ya Setlhophatshegetso sa Legato la Kgaolo (DLST). Go dirisitswe tokololo ya diteng go lokolola data e e kokoantsweng mo thutopatlisisong. Thutopatlisiso e senotse dikgoreletsi di le mmalwa tse di kgoreletsang ditiragatso tsa tlhatlhobo fa go tlhatlhobiwa barutwana ba ba itemogelang dikgoreletsi tsa go ithuta. Mo thutopatlisisong, go tlhageletse gore go tlala go feta tekano, go tlhokega ga ditlamelo, tlhaelo ya katiso ya barutabana ya tlhatlhobo ya barutwana ba ba itemogelang dikgoreletsi tsa go ithuta, go se nne le seabe go go lekaneng ga batsadi, le go se nne le tshegetso e e lekaneng go tswa go ILST le DLST ke dintlha dingwe tse di amang ditiragatso tsa tlhatlhobo tsa barutabana ka tsela e e sa siamang mo diphaposiborutelong tsa thuto tse di akaretsang botlhe. Dipholo tsa thutopatlisiso eno di dirile gore go tlhamiwe sekao se se akaretsang sa tlhatlhobo ya phaposiborutelo e e akaretsang botlhe (CICAM) go dirisiwa ke barutabana ba Legato le Legolwane mo dikolong tsa sekontari mo Kgaolong ya Bokone jwa Tshwane. Mmatlisisi o tlhamile sekao se se tsamaelanang le ditlhokego tsa barutwana ba ba itemogelang dikgoreletsi tsa go ithuta, gore ditlhokego tsa bona tsa thuto le tlhatlhobo di kgotsofadiwe mo go lekaneng. Sekao se bontshitse go kopana ga baamegi ba ba farologaneng, ba ba tlhokegang gore maitemogelo a tlhatlhobo ya thuto e e akaretsang botlhe e nne bokgoni le nonofo mo barutabaneng le mo barutwaneng. Go atlenegisitswe gore ditiragatso tsa tlhatlhobo e e akaretsang botlhe e tshwanetse go obega mme e tlamele ka ditiragatso tsa tlhatlhobo tse di diretsweng lebaka tse di tlaa amogelang barutwana, go sa kgathalesege dipharologano tsa bona. Mo ntlheng eno, go atlenegisitswe gape gore tlhatlhobo mo diphaposiborutelong tse di akaretsang botlhe e tshwanetse go fetolwa go netefata gore ditiragatso tsa tlhatlhobo di samagana le ditlhokego tsa thuto le tsa seemo sa tlhaloganyo tsa barutwana botlhe mo phaposiborutelong. Mmatlisisi o dumela gore katiso ya boamaaruri le e e lekaneng e ka sedimosa barutabana malebana le se ba tshwanetseng go se solofela fa ba tlhatlhoba barutwana ba ba itemogelang dikgoreletsi tsa go ithuta. Nngwe ya dikatlenegiso ke gore katiso ya barutabana le tlamelo ya tshegetso e e tswelelang pele go tswa kwa Lefapheng la Thuto ya Motheo (DBE) e nne setlapele. / Ngudo yo wanulusa ndeme ya nyito dza ndingo dza vhadededzi zwi tshi ya kha vhagudiswa vhane vha tshenzhela zwithivheli zwa u guda kha Vhuimo ha Nṱha, zwikoloni zwa sekondari Tshiṱirikini tsha Tshwane Devhula. Tshipikwa tsha ngudo ho vha u wanulusa khaedu dzine dza kwama nyito dza ndingo dza vhadededzi kha vhagudiswa vhane vha tshenzhela zwithivheli zwa u guda kha Vhuimo ha Nṱha. Ṱhoḓisiso yo shumisa sisiṱeme ya muṱalukanyo, yo ḓisendekaho nga furemiweke yo themendelwaho nga Vho Hargreaves, Earl na Schmidt (2002). Furemiweke yo bveledza mbonalo nṋa, dzine dza katela thekhinoḽodzhi, mvelele, poḽotiki, maga a nga murahu ha zwino. Tshiedziswa tshi shumiswa nga maanḓa kha u ṱalutshedza na u khwaṱhisedza nyito dza ndingo dza vhadededzi. Ho shumiswa maitele a zwiitei kha ngudo heyi. Zwishumiswa zwa u kuvhanganya data ya khwaḽithethivi zwo shumiswa u kuvhanganya data. Vhadzheneli hu katelwa vhadededzi vhaṋa, vhathusa ṱhoho dza zwikolo vhaṋa, vhapfananyi vhaṋa vha thimu ya thikhedzo kha ḽeveḽe ya tshiimiswa (ILST) na vhapfananyi vhaṋa vha thimu ya ndingo ya tshikolo (SAT). U ḓadzisa kha zwenezwo, ho vha na vhadzheneli vho nangwaho u bva Ofisini ya Tshiṱiriki, hu tshi katelwa Ṱhoho ya Thimu ya Ndingo dza Tshiṱiriki (DAT) na Ṱhoho ya Thimu ya Thikhedzo kha Ḽeveḽe ya Tshiṱiriki (DLST). Ho shumiswa musaukanyo wa maṅwalo u khethekanya data yo kuvhanganyiwaho kha ngudo iyi. Ṱhoḓisiso yo wanulusa uri zwithivheli zwinzhi zwine zwa thivhela nyito dza ndingo musi hu tshi khou lingiwa vhagudiswa vhane vha tshenzhela zwithivheli kha u guda. Kha ngudo, ho wanuluswa uri u ḓalesa, u sa wanala ha zwishumiswa, u shaya vhugudisi kha vhadededzi kha u linga vhagudiswa vhane vha tshenzhela zwithivheli zwa u guda, u sa ḓidzhenisa lwo linganaho nga vhabebi, na u sa wana thikhedzo yo fhelelaho kha ILST na DLST ndi zwiṅwe zwiṱaluli zwe zwa kwama lu si lwa vhuḓi nyito dza ndingo dza vhadededzi kiḽasini ya pfunzo yo katelaho vhagudiswa vhoṱhe. Mvelelo kha ngudo heyi dzo bveledza mveledziso ya tshiedziswa tsho fhelelaho tsha ndingo ya kiḽasi yo katelaho vhagudiswa vhoṱhe (CICAM) kha Vhuimo ha Nṱha, vhadededzi vha tshikolo tsha sekondari Tshiṱirikini tsha Tshwane Devhula. Muṱoḓisisi o bveledza tshiedziswa tshine tsha fhindula kha ṱhoḓea dza vhagudiswa vhane vha tshenzhela zwithivheli zwa u guda, uri ṱhoḓea dzavho dza u funza na dza ndingo dzi katelwe nga nḓila yo teaho. Tshiedziswa tshi sumbedza u ṱanganelana ha vhadzhiamukovhe vho fhambanaho, hune ha ṱoḓea kha tshenzhelo ya pfunzo ya ndingo yo katelaho vhagudiswa vhoṱhe u vha yo teaho na u kona kha vhadededzi na vhagudiswa. Ho themendelwa uri nyito ya ndingo yo katelaho vhagudiswa vhoṱhe i tea u konisa na u ṋetshedza nyito dza ndingo dzo itelwaho ṱhoḓea dzine dza ḓo katela vhagudiswa vhoṱhe, zwi si na ndavha na u fhambana havho. Kha heḽi sia, ho dovha ha themendelwa hu tshi iswa phanḓa uri ndingo kha kiḽasi yo katelaho vhagudiswa vhoṱhe i fanela u khwiniswa u vhona zwauri nyito dza ndingo dzi khou fhindula ṱhoḓea dza u funza na dza muhumbulo kha vhana vhoṱhe vha re kiḽasini. Muṱoḓisisi u tenda kha uri u khwaṱha na vhugudisi ho teaho zwi nga ṋetshedza vhadededzi u vha khagala kha zwine zwa tea u lavhelelwa musi vha tshi linga vhagudiswa vhane vha tshenzhela zwithivheli zwa u guda. Iṅwe ya themendelo ndi ya uri mveledziso ya mudededzi na mbetshelo ya thikhedzo i yaho phanḓa u bva kha Muhasho wa Pfunzo ya Mutheo (DBE) zwi fanela u dzhielwa nṱha. / Ndzavisiso wu valange vutivikani bya maendlelo ya makambelelo ya vadyondzisi hi mayelana na vadyondzi lava hlanganaka na swirhalanganyi eka ku dyondza eka Xiyimo xa le Henhla, eswikolweni swa sekondari eka Xifundzatsongo xa Tshwane-N'walungu. Xikongomelokulu xa ndzavisiso lowu a ku ri ku valanga mitlhontlho leyi yi khumbaka maendlelo ya makambelelo ya vadyondzisi ya vadyondzi lava hlanganaka na swirhalanganyi eka ku dyondza eka Xiyimo xa le Henhla. Ndzavisiso lowu wu tirhise sisiteme ya xinongoti, leyi simekiweke eka rimba leri bumabumeriweke hi Hargreaves, Earl na Schmidt (2002). Rimba leri ri vumbiwa hi mune wa mavonelo, lama ya katsaka mipimo ya swa thekinoloji, swa mfuwo, swa tipolitiki na swa le ndzhaku ka ximanguvalawa. Modlolo lowu wu pfuna hi ndlela ya kahle swinene eka ku hlamusela na ku tiyisisa maendlelo ya makambelelo ya vadyondzisi. Dizayini ya ndzavisiso wa mhaka ya ntivomichumu yi amukeriwile eka ndzavisiso lowu. Switirho swa nhlengeleto wa data ya risima swi tirhisiwile eka ku hlengeleta data. Vatekaxiave va katse 4 wa vadyondzisi, 4 wa swandla swa tinhloko ta swikolo, 4 wa vakondleteri va swipano swa nseketelo swa levhele ya nhlangano (ILST) na 4 wa vakondleteri va swipano swa makambelelo ya swikolo (SAT). Hi ku engetela, a ku ri na vatekaxiave kusuka eka Hofisi ya Xifundzatsongo, ku katsa na Nhloko ya Xipano xa Makambelelo ya Swifundzatsongo (DAT) na Nhloko ya Xipano xa Nseketelo wa Levhele ya Swifundzatsongo (DLST). Nxopaxopo wa vundzeni wu tirhisiwile eka ku tlhantlha data leyi a yi hlengeletiwile eka ndzavisiso lowu. Ndzavisiso wu paluxe swirhalanganyi swo hambanahambana leswi swi kavanyeteke maendlelo ya makambelelo loko ku kamberiwa vadyondzi lava hlanganaka na swirhalanganyi eka ku dyondza. Eka ndzavisiso lowu, swi tumbulukile leswaku ku tala kutlula mpimo, nkavukona wa swipfuno, mpfumaleko wa vuleteri bya vadyondzisi eka ku kambela vadyondzisi lava hlanganaka na swirhalanganyi eka ku dyondza, ku khumbeka ka vatswari loku nga ringanelangiki, na nseketelo lowu nga ringanelangiki kusuka eka ILST na DLST a ku ri swin'wana swa swiphemu leswi khumbaka hi ndlela yo homboloka maendlelo ya makambelelo ya vadyondzisi eka tikamara to dyondzela ta dyondzo to katsa hinkwavo. Mivuyelo eka ndzavisiso yi tumbuluxe nhluvukiso wa modlolo wa makambelelo ya kamara ro dyondzela ro katsa hinkwavo ro katsakanya (CICAM) eka Xiyimo xa le Henhla, vadyondzisi va le swikolweni swa sekondari eka Xifundzatsongo xa Tshwane-N'walungu. Mulavisisi u hluvukise modlolo lowu wu angulaka eka swidingo swa vadyondzi lava hlanganaka na swirhalanganyi eka ku dyondza, ku endlela leswaku swidingo swa vona swa madyondziselo na swa makambelelo swi tirhiwa hi ndlela yo ringanela. Modlolo lowu wu kombe nhlangano wa vakhomaxiave vo hambanahambana, lava va lavekaka eka ntokoto wa makambelelo ya dyondzo yo katsa hinkwavo leswaku yi tirha kahle na ku nga tlangisi swipfuno eka vadyondzisi na vadyondzi. Ku bumabumeriwile leswaku maendlelo ya makambelelo yo katsa hinkwavo ya fanele ku cincacinceka na ku nyika maendlelo ya makambelelo lama endleriweke xikongomelo xolexo lama nga ta amukela vadyondzi hinkwavo, hambiloko ku ri na ku hambana. Eka mhaka leyi, ku tlhele ku bumabumeriwa leswaku makambelelo eka tikamara to dyondzela to katsa hinkwavo ya fanele fambelanisiwa ku tiyisisa leswaku maendlelo ya makambelelo ya tirhana na swidingo swa madyondziselo na swa le miehleketweni swa vadyondzi hinkwavo lava nga ekamareni ro dyondzela. Mulavisisi u kholwa leswaku vuleteri lebyi amukelekaka na ku va byo ringanela byi nga kota ku nyika vadyondzisi ntwisiso hi mayelana na leswi swi faneleke ku languteriwa loko ku kamberiwa vadyondzi lava hlanganaka na swirhalanganyi eka dyondza. Xin'wana xa swibumabumelo hi leswaku nhluvukiso wa vadyondzisi na ku nyikiwa ka nseketelo lowu yaka emahlweni kusuka eka Ndzawulo ya Dyondzo ya Masungulo (DBE) swi fanele ku rhangisiwa emahlweni. / Inclusive Education / D. Ed. (Inclusive Education)

Many learners failed at school and were often causing over identification of learners with a mild intellectual disability. A national intervention, the Foundations for Learning was regarded as a national curriculum adaptation that addressed many learning needs. The aim of the study was to investigate the responsiveness of the Foundations for Learning in meeting the mathematics educational needs of Foundation Phase learners with a mild intellectual disability who lived in a disadvantaged village in Mpumalanga Province. A survey involving 39 teachers was conducted in the village and data was collected using a questionnaire. The main findings were that the national curriculum adaptation was significantly responsive and promoted mathematics achievement of some of the learners with a mild intellectual disability. The recommendations included that teacher informal identification of learners with a mild intellectual disability needed to be followed by formal assessment by psychologists and support from the District Based Support Team. / Inclusive Education / M. Ed. (Inclusive Education)