This study focuses on the English Second Language (ESL) learner with inadequate English proficiency. The Schools Act allows parents to choose their children's Language of Learning and Teaching (LOLT). Consequently, many parents choose English as LOLT for their children, believing that it will guarantee success for their children in the world of school and work. ESL learners with inadequate English proficiency experience barriers to learning. Most educators do not have the knowledge or the tools to support these ESL learners. Consequently, many ESL learners are recommended for retention or defined as "slow" learners. A crucial need for a language enrichment programme to augment these ESL learners' inadequate English proficiency was identified. After an in-depth search no South African language enrichment programme could be found for Grade 4 mainstream educators to implement in the classroom. A questionnaire was designed, based on the literature research, and distributed to determine what the needs of Grade 4 mainstream educators Concerning a language enrichment programme were. Grade 4 educators were targeted as a population since Grade 4 has been reported by educators as a critical period in the learners' education and also falls into the researcher's sphere of responsibilities. A great need for a language enrichment programme was confirmed. From the questionnaire it was deduced that educators felt comfortable using a story as medium for the language enrichment programme. A language enrichment programme suitable for the mainstream classroom was compiled for Grade 4 ESL learners based on the literature research and the responses of the questionnaire. 40 Grade 4 Language, Literacy and Communication (LLC) educators with knowledge on how to support learners with barriers were requested to implement the language enrichment programme over a six week period in their classroom. A short questionnaire to assess the suitability of implementation was completed by them afterwards. The response from the educators was exceptionally positive. The results of this study suggest that the story-based language enrichment programme can be implemented with success in the mainstream classroom to augment ESL learners' inadequate English proficiency, making the road to academic and career success so much smoother. / This study focuses on the English Second Language (ESL) learner with inadequate English proficiency. The Schools Act allows parents to choose Their children's Language of Learning and Teaching (LOLT) consequently, many parents choose English as LOLT for their children, believing that it will guarantee success for their children in the world of school and work. ESL learners with inadequate English proficiency experience barriers to earning. Most educators do not have the knowledge or the tools to support these ESL learners. Consequently, many ESL learners are recommended for retention or defined as "slow" learners. A crucial need for a language enrichment programme to augment these ESL learners' inadequate English proficiency was identified. After an in-depth search no South African language enrichment programme could be found for Grade 4 mainstream educators to implement in the classroom. A questionnaire was designed, based on the literature research, and distributed to determine what the needs of Grade 4 mainstream educators concerning a language enrichment programme were. Grade 4 educators were targeted as a population since Grade 4, has been reported by educators as a critical period in the learners' education and also falls into the researcher's sphere of responsibilities. A great need for a language enrichment programme was confirmed. From the questionnaire it w deduced that educators felt comfortable using a story as medium for the language enrichment programme. A language enrichment program suitable for the mainstream classroom was compiled for Grade 4 El learners based on the literature research and the responses of the questionnaire. 40 Grade 4 Language, Literacy and Communication (LLC) educators with knowledge on how to support learners with barriers were requested implement the language enrichment programme over a six week period their classroom. A short questionnaire to assess the suitability of implementation was completed by them afterwards. The response of the educators was exceptionally positive. The results of this study suggest that the story-based language enrichment programme can be implemented with success in the mainstream classroom to augment ESL learners' inadequate English proficiency, making the road to academic and career success so much smoother. / Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2004.

Made available in DSpace on 2016-06-02T19:46:09Z (GMT). No. of bitstreams: 1 2668.pdf: 3507097 bytes, checksum: 3a07183aa20b7a8a30cd0acf8bdbb7eb (MD5) Previous issue date: 2009-08-31 / Universidade Federal de Minas Gerais / In recent years, studies on the efficiency and practices based on policies of school inclusion have presented results often controversial. The lack of concrete data has been considered the main difficulty encountered in the accurate assessment of how this process has been occurred. The few systematic studies related to this topic have been restricted to individual testimonies and experiences, unable to assess the impact of policy on practice in schools. As a result, studies to improve the quality of education and, thus, promote access to these students, have been necessary. In this way, the actual work aimed to conduct a study using a descriptive method to promote inclusive education of students with disabilities in common schools, through the identification and description of barriers encountered by these students. To identify such barriers, data were collected from interviews with students from three different cities, using a specific instrument for this purpose ( The School-Setting Interview 3.0 SSI ), which was translated and adapted to Brazilian reality. The participants were 24 students with disabilities, between 7 to 16 years old, actually educated in regular education classes of regular teaching from three different cities (A, B and C). The results were analyzed to identify possible variation in the number and types of barriers depending on the city, gender, education level and motor impairment, in addition to access of assistance. Qualitative analysis was performed to identify and exemplify personalized barriers encountered by students in specific situation. Results showed that these cities, which were subject to the same general laws, have very different initiatives regarded to school inclusion. As the barriers faced by students, data showed that adjustments are being made in schools, although the number and variety of barriers faced by these students is still concern, and that policies of school inclusion need to be more effective. Moreover, it is concluded that, in students perception, the social barriers overcome the physical ones, since there is a greater investment in adapting the physical environment, which involves costless attitudes that could be implemented in short period of time, while the engagement against social and educational barriers, which would require more expensive and more structural alternatives, is still considerably being ignored. / Nos últimos anos, estudos relativos à eficiência e às práticas embasadas em políticas de inclusão escolar têm apresentado resultados, muitas vezes, controversos. A falta de dados concretos tem sido considerada a principal dificuldade encontrada na avaliação precisa de como este processo vem ocorrendo. Os poucos estudos sistemáticos relacionados a este tema têm se restringido a depoimentos e experiências singulares, incapazes de avaliar o impacto das políticas sobre a prática nas escolas. Em função disso, estudos visando melhorar a qualidade de ensino e, portanto, favorecer o acesso a estes alunos, têm se mostrado necessário. Assim, o presente projeto teve como objetivo realizar um estudo utilizando uma pesquisa descritiva, visando favorecer a escolarização inclusiva de alunos com deficiências físicas na escola comum por meio da identificação e descrição das barreiras encontradas pelos próprios alunos. Para identificar tais barreiras, foram coletados dados a partir de entrevistas com alunos de três municípios diferentes, utilizando-se um instrumento específico para este fim (o The School-Setting Interview 3.0 SSI ), traduzido e adaptado para a realidade brasileira. Os participantes foram 24 escolares com deficiências físicas, na faixa etária entre 7 e 16 anos, que estavam sendo escolarizados em classes comuns do ensino regular de três diferentes municípios (A, B e C). Os resultados foram analisados para identificar se há variação no número e tipos de barreiras dependendo do município, do gênero, do nível de escolaridade e de comprometimento motor, além do acesso a assistência. A análise qualitativa foi feita para identificar e exemplificar barreiras personalizadas encontradas por alunos específicos em determinada realidade. Os resultados evidenciaram que os municípios, sujeitos à mesma legislação geral, têm iniciativas muito variadas com relação à inclusão escolar. Quanto às barreiras encontradas pelos alunos, os dados apontaram que as adaptações nas escolas estão sendo realizadas, embora o número e variedade de barreiras encontradas por estes alunos ainda seja preocupante, e que as políticas de inclusão escolar precisam ser mais efetivas. Além disso, conclui-se que, na percepção dos alunos, as barreiras sociais superam as barreiras físicas, pois há um investimento maior na adaptação do ambiente físico, que envolve medidas com menos custos e passíveis de serem implementadas em curto prazo, enquanto que o combate às barreiras sociais e pedagógicas, que exigiriam medidas mais estruturais e custosas, continua em grande parte sendo ignoradas.

In this study the emotional responses of mothers to their children with learning difficulties were identified and explored. A narrative research design was used to capture a chapter in the life stories of eleven mothers whose children were attending a school specialising in ‘remedial’ education, relating their experiences and emotional responses regarding their child’s learning difficulties. Data was collected by means of individual interviews, letters from the mothers, field notes in the form of journal entries written by the researcher, as well as individual feedback and collaboration sessions with the mothers. Data was analysed by means of several phases of theme analysis, after which, through a final analysis, 18 emotional response themes were identified. Three emotional response themes were identified as exception themes. The 18 emotional response themes, along with the three exception themes, were then clustered around joyful, sad, fearful and angry emotional response categories. After feedback and collaboration sessions, the themes were then further interpreted through a final level of analysis to weave a narrative of mothers’ emotional responses to their child with learning difficulties. This study found that mothers experience complex emotions in response to their child with learning difficulties. The strongest emotional response themes that emerged, which were reported by all the mothers were frustration, happiness and love. The more positive emotional responses were mentioned in relation to their child being accepted at the school specialising in ‘remedial’ education, as well as to an increased understanding of their child’s learning difficulties. Mothers mentioned that they experienced frustration and a lack of support as regards being helped to understand their child’s learning difficulties better. It was thus found that an understanding of their child’s learning difficulties appeared to be related to a decrease in negative emotional responses and an increase in more positive emotional responses. All the mothers in the study indicated an emotional response of love towards their child with learning difficulties. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2005. / Educational Psychology / unrestricted

Magister Educationis - MEd / Inclusive education (IE) is an international movement and South Africa is in the process of developing systems to support the process. The aim of this study was to develop narratives of teachers’ trajectories of collaboration in developing IE. The Department of Education acknowledged that collaboration between teachers and other professionals and between teachers and parents and the community at large is a critical strategy and skill for developing IE successfully (Department of Education, 2001). This study was conducted at a full-service school in the Western Cape Province which was selected purposively. Snowball sampling was used to select six teachers who were interviewed and observed in their collaborative spaces. This study used a qualitative approach and a case-study approach as a research design. It used Cultural-Historical Activity Theory (CHAT) as the theoretical framework to understand how teachers respond to the diverse needs of all learners and how they collaborate with others in developing more responsive pedagogies. Multiple methods of data analysis, such as thematic analysis and CHAT, were used to analyze data collected. The study revealed that teachers collaborated in school-initiated collaboration practices as well as in Department owned collaboration practices. Teachers reported to have voluntarily participated in school-initiated collaboration practices as their school had a culture of sharing knowledge and skills and this enabled them to work closely with each other, whereas in Department owned collaboration practices teacher reported that they participated because they had to obey instructions from their employee. Teachers felt that the Department owned collaboration practices used top-down approaches which hindered some of their collaboration practices. Teachers reported to have encountered some benefits from as well as barriers to collaboration. This study concludes that if collaboration is a critical strategy for the successful implementation of IE in South Africa, the Department of Education (DoE) should give schools an opportunity to indicate their areas of need so that they can be trained accordingly. Secondly, the DoE should continuously provide training for teachers on collaboration. Lastly, the DoE and the school should encourage and monitor teachers to continue to create environments where they work collaboratively in decision-making and problem-solving.

This thesis examines the collaborative development of corporate responsibility (CR) standards from the perspective of organisational learning theory. The author proposes that standards development projects can be understood as Network Learning episodes where learning is reflected in changes in structures, interpretations and practices accompanied by learning processes. Network Learning alone is seen as insufficient to reflect the diverse contributions and outcomes in the special case of CR standards. Concepts from multi-stakeholder learning like the role of dissensus in learning and the empowerment of weaker stakeholders are therefore used to create a synthesis of the two theories in a single conceptual framework. This framework is then tested against a pilot case and three case studies of corporate social responsibility (CSR) standards including the development of the new ISO international standard on social responsibility (SR). The data validates and extended this framework to yield a Multi-Stakeholder Network Learning theory capable of describing the how participants and non-participant stakeholders learn in this context. New concepts are generated from the data, like dislocated learning, which demonstrate how participants in the process and those they represent can experience quite different learning outcomes. Stakeholders whose learning is aligned with the learning of their participant representatives truly have a stake in these influential standards. However, where representatives fail to learn from those represented, the latter¿s stake is diminished. By shedding light on the mechanisms of effective collaborative learning this work contributes to learning theory, the practice of standardization and the normative stakeholder empowerment agenda. / British Standards Institution

Although previous research has been done on adolescents with learning difficulties or barriers to learning such as dyslexia and ADHD, no research has been done in South Africa on their self-perceptions of these difficulties. A phenomenological study was conducted through means of semi-structured, individual, face-to-face interviews. Self-perceptions that adolescents with dyslexia and ADHD form were explored. Selfperceptions are formed through comparisons with other learners and friends. Self-perceptions were left as an open-term in order to investigate the adolescents' own idiosyncratic interpretations of dyslexia and ADHD. From the interviews themes could be identified concerning their understanding of dyslexia and ADHD, feelings and cognitions associated with dyslexia and ADHD, the importance that significant others such as educators, parents and friends play, as well as the adolescents' way of coping with dyslexia and ADHD. Selfperceptions were both negative and positive and found to be influenced by factors such as age, type of support systems and sufficient coping strategies. / Educational Studies / M.Ed. (Guidance and Counseling)

Many children in conflict with the law are not receiving the relevant education and services to which they are entitled. Convention on the Rights of the Child, proclaim that the convicted child‟s needs of persons of their age, like the right to appropriate education must be addressed as a matter of urgency. In addition, there is a serious lack of properly trained personnel who might be causing more impairment to children in conflict with the law, but who remain in the system. The appointment of relevant and appropriate staff in correctional facilities is definitely required. For instance, many young offenders lacked a decent education, social skills and occupational skills and involvement of parents, peers and the community. If essential programmes become successful, this will not only improve the livelihood of children in conflict with the law, but will also reduce recidivism rates. Qualified teachers and caregivers are required because the children in conflict with the law require specialised programmes like Individual Education Plan (IEP). The IEP is a basic aspect in providing quality special education services to help a particular learner attain his or her maximum learning potential. The aim of this study was to develop socio-ecological framework in understanding and giving support to children in conflict with the law. Bronfenbrenner‟s ecological model was used as a conceptual framework. Qualitative research design and phenomenology as a mode of enquiry were employed in this study. Interpretivism was used a philosophical paradigm. Population was learners, between ages of eleven and seventeen, from three correctional facilities. Purposive sampling was used as a method of sample selection. The findings in this study indicated that the children in conflict with the law resented the teachers showing signs of being judgemental, for failing to acknowledge their efforts and for being unresponsive to their needs. Initial desires to succeed in the classroom were replaced by frustration, anger, hopelessness and disappointment following failure. Many of their acting out behaviours were an expression of this anger and disappointment. / Inclusive Education / D. Ed. (Inclusive Education)

Some of the major difficulties encountered in embracing an inclusive education system are, lack of commitment, lack of resources as well as a poor understanding of how to support successful inclusion. The Education White Paper 6 (here after referred to as EWP6) states that, all children can learn, should be supported to learn and assured of equal and equitable education. The implementation of inclusion has been initiated by the EWP 6 (Department of Education, 2001) and is still in the process of developing the necessary education support services. At the school level, an institution level support team (ILST) should serve as a means of supporting learners experiencing learning difficulties. This study examined the perceptions of foundation phase teachers regarding the support they are getting from the ILST as well as finding out whether collaboration between the above mentioned bodies can help in addressing the issue of learner diversity in an inclusive classroom. The investigation was conducted at a school in the Northern suburb of Johannesburg. The foundation phase teachers and some members of the ILST were purposively included as participants. A case study design was chosen since this would allow for in-depth examination of the perceptions of foundation phase teachers regarding the support they are getting from their (ILST). The data collection process included questionnaires, oral follow up interviews, document analysis and observation. The data collected from the above sources has been analyzed according to themes and subthemes that emerged. The findings of the study show that, there is little or no collaboration between the foundation phase teachers and the ILST. It was also evident that the foundation phase teachers collaborate immensely amongst themselves in sharing ideas on how to support learners in their classrooms. Lastly, it was apparent that the support given to the foundation phase teachers was done solely by the learning support educator and not as a team with the other members of the ILST. The ILST on their part did not take time to actually define their roles in terms of how they would be functioning in rendering support to the foundation phase teachers. Based on the findings in this study, recommendations are made as to how to effectively support teachers as well as improve collaboration among all stake holders involved in inclusive practices.

Learners who are deaf and who are using the auditory oral approach are currently included in ordinary schools in South Africa. By default, most educators are not adequately trained to include these learners successfully. Transformation and train-ing, specific to the context of inclusive education, is thus undeniable. Therefore, in order to address the development of full-service schools to include learners who are deaf and who are using the auditory oral approach, a literature study on the nature of inclusive education with the focus on full-service schools to include the mentioned learners, took place. A qualitative study was conducted and data was gathered by interviews with six, learners, parents and educators. The findings were corroborated with the literature study with a view to addressing learner and system needs in order to include these learners successfully in a full-service school. Based on the findings, recommendations are made to address the development of full-service schools to include the mentioned learners. / Educational Studies / M. Ed.

<p>This study provides educators with an opportunity to share their commitments and biases, their beliefs about what these learners need and what, as educators, they have to offer them. The study focuses specifically on what curriculum educators believe should be offered to the youth in these centres. It is important to note that the focus of the thesis is on the educational debates and challenges within SYCECs, and not on the overall goals and role to be played by these institutions in rehabilitating youth. This piece of work acknowledges the systemic issues that impact on learning and development of youth, but foregrounds what learners in SYCECs should be taught and why. This is its main contribution.</p>