In this study, the attitude of foundation phase teachers to the inclusion of learners who experience barriers to learning in the education system was explored. The following were discussed about the problem: Clarification of the concepts, a profile of learners who experience barriers to learning and development, the research design, analysis of the research results and recommendations were made. From this core problem, four underlining sub-problems were identified, namely: - Learners who experience barriers to learning are a heterogeneous group of learners. - Teachers' knowledge of barriers to learning and development is inadequate. - Teachers' attitude towards collaborative teaching and cooperative learning need to be addressed. - An outcomes-based-education approach influences inclusive education. It was found that teacher training in inclusive classrooms, barriers to learning, cooperative learning and collaborative teaching could enhance the attitude of teachers in inclusive education. When well planned for and maximizing the available resources, inclusive education can be a reality. / Educational Studies / M. Ed. (Special Needs Education)

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

Inclusion of learners with diverse needs implies a shift from a medical deficit model to a social systems model. The latter does not view the learner as a problem; instead it considers the environment or society’s response to the individual as barriers to learning. This study focuses on collaborative co-teaching as a key to inclusion. Collaborative co-teaching requires the learning support teacher and the general education teacher to partner in all aspects of instruction. The outcome of collaborative co-teaching includes effective instruction, a cohesive, accepting class community, positive learner development and the professional and personal growth of the learning support teacher and the general education teacher. A literature review provided the background to an empirical inquiry using a qualitative approach. Data was collected from a small sample by interviews, observations and documents and inductively analysed. Recommendations for the improvement of practice were made based on the findings. / Educational Studies / M. Ed. (Specialisation in Guidance and Counselling)

The focus of this study is the relevance and effectiveness of the support structures available to high school learners with substance abuse problems. This research was confined to learners in Eersterust, a township situated to the east of Pretoria. Substance abuse, especially among high school learners in South Africa and in Eersterust, has increased in recent years. Substance abuse obviously poses a major barrier to learning. Along with poor academic motivation, this problem seriously interferes with learners’ academic performance and results in lower educational achievement. As an institution, the school is not able to provide support to these learners and so is obliged to link them with support structures such as the South African National Council on Alcoholism and Drug Dependance (SANCA) and the National Youth Development Outreach (NYDO). / Inclusive Education / M. Ed. (Inclusive Education)

An American study used the High School Personality Questionnaire (HSPQ) as a predictive tool when placing learners in special classes. The personality characteristics of these learners were found to have a pervasive influence on learning. As the policy regarding the provision of education in South Africa has changed, with the emphasis on the accommodation of all learners in one inclusive education system,· further study of the personality traits of South African learners with special education needs was deemed necessary, before devising classroom management strategies that could be employed within an inclusive education system. This study provides the results of a literature and an empirical investigation into the personality traits of learners with special education needs. The educational implications are addressed, with specific reference to the education of learners with special education needs in an inclusive education system, and practical strategies for educators, parents and the Educational Psychologist are presented. / Educational Studies / M. Ed. (with specialisation in Guidance and Counselling)

Inclusive education requires of teachers, as managers and facilitators in classrooms, to deal with all aspects regarding effectively addressing barriers to learning. Of specific concern are the cognitively gifted learners who are not taught in their mother tongue but who attend schools where the language of learning and teaching is English. This qualitative study deals with the support provided by Grade Four teachers to cognitively gifted English Second Language (ESL) underachievers. The research indicates that the teachers are aware of English Second Language (ESL) learners who show behaviours associated with cognitive giftedness but who,when considering their potential, underachieve. These learners do however not receive support in the classroom to address their specific barrier to learning, which is the dual exceptionality of cognitive giftedness co-occurring with poor English proficiency. Support for all aspects of the cognitively gifted Grade Four English Second Language (ESL) learner’s needs is recommended. / Inclusive Education / M. Ed. (Inclusive Education)

The purpose of my study was to investigate about the support that Foundation Phase learners with Mathematical problems receive from different role players and to determine difficulties faced by these learners and educators concerning Mathematical barriers. Based on the findings from my study, recommendations were made to the Department of Education and educators who had learners experiencing problems in Mathematics. This study was of qualitative approach and it was conducted in three different primary schools. In my study, open-ended questions were used in a form of interviews. The interviews took place at the three different schools. Participants were told that their interview was voluntary and they were free to withdraw at any time if they felt uncomfortable. The data was collected by writing response from participants and using tape recorder. It was then transcribed, organised, marked by hand, and coded to produce labels that allowed the key points of the information to be highlighted. In my study, I maintained strict confidentiality to protect identity of participants and research sites. My study provided valuable information for future studies with regard to learners with learning barriers in Mathematics in Foundation Phase. / Inclusive Education / M. Ed. (Inclusive Education)

During the past thirty years several models for lifelong education after retirement have been developed worldwide, one of them being the University of the Third Age (U3A). This study explored the contributions of the U3A to the educational needs of older adults and evaluated the benefits they perceived from their participation in U3A by means of a literature study and an empirical investigation. The latter used a survey to explore the experiences of U3A members of two U 3As and presidents of 68 U3As in Victoria, Australia by means of two different questionnaires. As only 1.47 percent of the over-55 population of Victoria are U3A members, the survey also investigated barriers to U3A participation in general and with special reference to the male population. The findings indicated that member respondents were very satisfied with their U3A experiences which had made substantial differences in their lives. Both male and female respondents saw personal, mental, social, and physical improvement as a result of U3A participation. The majority indicated that participation had improved their intellectual development. Significant differences in the perceptions of male and female participants emerged: female members outnumbered males by three to one. Both the presidents and the members expressed some programmatic concerns, primarily obtaining tutors and classroom availability. The subject areas covered by courses presented were extensive. There was a difference in the subjects desired by males and female respondents; very few courses are offered in science and economics. Some barriers to participation identified are a lack of awareness of U3A, the stereotypical attitudinal barrier of `I am too old' and negative past educational experiences. Moreover, U3As should increase marketing endeavours. Although most U3As advertise, almost a third of the respondents indicated that they would have joined earlier if aware of U3As. A contributing factor appears to be a virtual lack of research and information provided in educational academic journals and other media about lifelong education after retirement. Based on the findings, recommendations were made for future research and for improved practice in the U3A environment as a means to enhance the quality of life for older adults. / Educational Studies / D.Ed. (Comparative Education)

In 2006 South Africans celebrated the twelfth anniversary of a democratic South African. A paradigm shift in education was a prerequisite and the government introduced an inclusive education system. The aim of this investigation was to make a contribution to the understanding of educational needs of learners who experience barriers to learning and to provide guidelines on how to support them. This research will however attempt to examine how educators manage inclusion in the classroom, their competencies and the strategies they need to be competent inclusive teachers. The data is based on focused group interviews, observation and document analysis. The researcher selected Maloka primary school as the research site. The subjects that were chosen were 2 Grade 5 classrooms and 6 educators. The main themes identified in the interviews were among others availability of resources, strategies need and problems encountered in teaching inclusive classes. The conclusion reached is that inclusive education is here to stay so the Department of Education and all other stakeholders should join hands and make it work. / Educational Studies / M. Ed. (Education Management)

Resting against a background of local and international movements in respect of human rights, South African educators have had to implement a new curriculum, accept diversity and address inclusive education with little or no training, insight and knowledge. Challenges at all levels in education, impact on the successful education of children and the future of young adults who must as equal members of society enter a fast changing global economy. Challenges for educators in South Africa are unique. The lack of knowledge and training for educators and an inadequate infrastructure of the country present as some of the challenges for educators. This qualitative study deals with the subjective experiences of educators in primary schools. The research indicates that when these challenges are addressed educators will be both, better supported and disposed, towards the implementation of inclusive education idealised as the panacea for social transformation in South Africa. / Educational Studies / M. Ed.