<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>

Every person (also the learner) has a need to fulfill his full potential. To be successful in fulfilling one's potential, the learner needs the accompaniment of an adult, as no person can reach selfactualisation without this accompaniment. The way in which the adult (parent) accompanies the learner, is of utmost importance. If the parent commits an educational error by not putting the educational essences into practice, it can lead to intrinsic barriers to learning, which manifests as learning problems, or specific educational needs, in a learner. Research was conducted to determine the accompaniment role of parents with children who experience barriers to learning, in Grade 4 - 7, in the Vanderbijlpark district. The aim was to determine the extent to which parents apply the educational essences to their children (learners) who experience barriers to learning. The main conclusion from the research is that the majority of parents do apply some of the educational essences. It is clear however that some parents omit I neglect to put the educational essences into practice, or make errors in educating their children. Recommendations are offered with regard to ways in which parents can apply the educational essences to their children (learners) who experience barriers to learning as well as towards further research in this regard. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004

Every person (also the learner) has a need to fulfill his full potential. To be successful in fulfilling one's potential, the learner needs the accompaniment of an adult, as no person can reach selfactualisation without this accompaniment. The way in which the adult (parent) accompanies the learner, is of utmost importance. If the parent commits an educational error by not putting the educational essences into practice, it can lead to intrinsic barriers to learning, which manifests as learning problems, or specific educational needs, in a learner. Research was conducted to determine the accompaniment role of parents with children who experience barriers to learning, in Grade 4 - 7, in the Vanderbijlpark district. The aim was to determine the extent to which parents apply the educational essences to their children (learners) who experience barriers to learning. The main conclusion from the research is that the majority of parents do apply some of the educational essences. It is clear however that some parents omit I neglect to put the educational essences into practice, or make errors in educating their children. Recommendations are offered with regard to ways in which parents can apply the educational essences to their children (learners) who experience barriers to learning as well as towards further research in this regard. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2004

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)

This research focuses on the experiences of primary school teachers in providing learning support for learners with mild intellectual disabilities. In South Africa, most learners attend in mainstream schools. Mainstream schools are expected to support learners inclusively. However, most teachers seem challenged to address the learning needs such as those experienced by learners with mild intellectual disabilities. The research was conducted by means of interviews with selected participants over a period of approximately four months. Data was also obtained through the analysis of records such as learners‘ workbooks, test books, support forms used by teachers to record their observation and field notes which were reflected in a journal. Interviews and transcriptions were typed out verbatim. The research produced a number of key findings and concluded that many teachers lack sufficient training to identify and address barriers to learning, especially those with mild intellectual disabilities. Furthermore, the study revealed that support structures at participating research schools seem to be non-functional, and guidance and assistance from the Department of Education is minimal. The findings were used to propose recommendations that could be used by primary school teachers to support learners with mild intellectual disabilities in mainstream schools. / Inclusive Education / M. Ed. (Inclusive Education)

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)

This study investigates the challenges in teaching learners experiencing barriers in mathematics at the intermediate phase in Tshwane South District. Relevant literature review reveals that teachers’ inadequate training and lack of supportive structure hinders their pedagogy, resulting in demoralisation, frustration, and a sense of inadequacy. Nonetheless it is teachers’ responsibility to make learning happen; the inclusive educational policy maintains that teachers are the prime engine of realizing educational goals. They are to support and accommodate diverse learners and meet their needs (Department of Education [DoE], 2001). In situations where contradicting factors wrestle and contend with pedagogy practice actualizing the desire goal of including and supporting all will be difficult. The study was conducted within the qualitative paradigm; specifically case study design was employed. Ten teachers were interviewed from five different settings. An inductive analysis method was used to analyze data. Findings of the study indicate various challenges in teaching learners experiencing barriers in mathematics. The findings revealed issues related to education such as: language barriers, overcrowded classes, the Gauteng Primary Language and Mathematic Strategies (GPLMS), lack of resource materials. Learners and teachers factors influencing mathematics teaching and availability of support strategies to enable teachers to assist learners experiencing barriers. The study recommends that GPLMS should be revised to make proper allowance for learners experiencing barriers, inculcation of English language at the foundational phase, proper training of teachers for Screening, Identification, Assessment and Support (SIAS) implementation and hiring of relevant personnel to teach mathematics at foundational phase. / Inclusive Education / M. Ed. (Inclusive Education)

Made available in DSpace on 2016-06-02T19:46:08Z (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.

Magister Educationis - MEd / 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. / South Africa

Magister Public Health - MPH / An urgent need to rapidly increase the size and capacity of the health workforce to manage the health system in Namibia motivated the development of a Bachelor of Nursing Science degree which has been offered at a distance since 1997 at the University of Namibia. The programme is delivered from the University’s Central and Northern Campuses, enabling qualified nurses to develop management and educator capacity while continuing to work;throughput has however been low and slow. Since student support is posited as a vital ingredient of distance education success, this study sought to understand how students experienced the support services offered by the University of Namibia’s distance education unit – the Centre for External Studies. The study explored students’ experiences and perceptions of administrative, social and academic support services provided by the University. The research design was qualitative, and exploratory, using focus groups and interviews for data collection. The sample comprised of forty Bachelor of Nursing Science students enrolled on both campuses between 2005 –2011 as well as seven staff involved in student support services. Documents and interviews of envisioned support services from the Centre for External Studies served as the basis for the evaluation of services. Data was analysed using thematic content analysis. A comparison was made of the findings from the two campuses.The findings reflected positive experiences of support from family and lecturers as well as institutional offerings such as video conferences. There were, however, some institutional weaknesses in the programme delivery such as the late delivery of study materials which impacted on students’ submission of assignments, and weak communication systems which affected delivery of support workshops. The libraries on both campuses were not adequately resourced and prescribed books were not always available at the local bookshops. Lecturer presence was missed by many students who were not used to distance learning, although the intensity of this experience differed between the students on the different Campuses.Personal challenges were sometimes responsible for student discontinuation of the programme, and work-related challenges affected attendance of vacation schools. These problems were experienced more by the students on the Northern Campus.Out of this study, recommendations were made on how to improve support services for advanced nursing students studying at a distance at the University of Namibia. Ethical clearance for the study was obtained from both the University of Namibia and the University of the Western Cape.