Philosophiae Doctor - PhD / Concern has been raised that South Africa does not have a sufficient supply of scientists and engineers in the 21st century. Yet, the potential that resides in learners with cerebral palsy is often not recognised or realised by policy makers. It is argued that society cannot afford to deprive itself of the potential for scientific progress that resides, and all too often remains untapped, in the minds of people with disabilities (Burgstahler, 1994, 1995; Burgstahler and Nourse, 2000). The study contends that the under-representation of black learners with cerebral palsy (from disadvantaged backgrounds) in career fields and higher education programmes related to biology is not unrelated to: (i) our sociopolitical history; (ii) the 'outcome' of a particular method and content of teaching; (iii) lack of role models, i.e. successful professionals with physical disabilities; and (iv) the low expectations of learners, teachers, parents and the society as a whole. The purpose of the study was first of all to listen to the voices of learners with cerebral palsy in an attempt to find out if (and why) they have low expectations regarding career prospects in the biology fields. Secondly, it was to uncover the various barriers that might have contributed to such low expectations and under-representation of learners with cerebral palsy in biology related careers. The central concern of the study was whether or not black learners with cerebral palsy from disadvantaged backgrounds had low expectations of (career) possibilities in biology, and if so, why? A qualitative research design (in terms of five critical stages espoused by Carspecken, 1996) was used as framework for the study. In addition, in-depth interviews were conducted in an attempt to foreground the voices of the learners. An analysis of the results and findings indicated black learners (with cerebral palsy) with above-average performance in biology, mathematics and physical science, expressed an early interest and love for science and biology and a desire to pursue higher education studies related to those fields. However, the study found that learners with cerebral palsy who entered higher education biology and science related programmes did not complete their studies. Furthermore, that the under-representation of black learners with cerebral palsy, especially from previously disadvantaged backgrounds, could be linked to low expectations from teachers, academics in higher education institutions, parents, medical staff and guidance counsellors. The study contends further that if transformation is about removing all forms of discrimination, then the context where the potential of learners are developed - namely the schools, homes, workplace, and higher education institutions - needs to be re-examined. Moreover, the study attempted to raise awareness of the importance of an inclusive biology curriculum that: The study contends further that if transformation is about removing all forms of discrimination, then the context where the potential of learners are developed - namely the schools, homes, workplace, and higher education institutions - needs to be re-examined. Moreover, the study attempted to raise awareness of the importance of an inclusive biology curriculum that: (i) includes flexible teaching approaches, accommodation strategies and assistive technologies that adequately accommodate learners with cerebral palsy in the biology classroom; (ii) explores partnerships between various stakeholders to heighten awareness of mentoring, internship programmes and role models in biology and related careers; and (iii) effectively prepares and facilitates transition of black learners with cerebral palsy to biology related career fields in higher education and the workplace. (i) includes flexible teaching approaches, accommodation strategies and assistive technologies that adequately accommodate learners with cerebral palsy in the biology classroom; (ii) explores partnerships between various stakeholders to heighten awareness of mentoring, internship programmes and role models in biology and related careers; and (iii) effectively prepares and facilitates transition of black learners with cerebral palsy to biology related career fields in higher education and the workplace.

The National Commission of Special Needs in Education and Training (NCSNET) Document (1997) which portrays the new Education Policy in South Africa. clearly states that one of the crucial outcomes is that all possible barriers to learning must be eliminated so that all learners are able to actualise their full potential. Inclusive education, as embedded within the Education Policy, is regarded as an approach which will allow learners to actualise their full potential. This study is a critical reflection on whether inclusive education is practised in primary schools in the Thohoyandou area. The research findings indicated that inclusive education is not practised in the Thohoyandou area. A major factor or barrier in this regard is that teachers and principals are not empowered in terms ofknowledge to practise inclusive education. Other factors acting as barriers to the implementation of inclusive education are that the school buildings do not cater for physically and visually impaired learners as well as the attitudes of teachers, parents and peers are inclined to be negative towards learners experiencing barriers to learning. The community should also be educated and empowered to assist and understand these learners, who will become the future members of the community, more effectively, As inclusive education is one of the means whereby all learners are given the opportunity to actualise their full potential, these barriers must be addressed so that inclusive education can be practised in all primary schools in the Thohoyandou area. A few strategies to implement inclusive education in the Thohoyandou area are suggested by the researcher. / Educational Studies / M. Ed. (Special Needs 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)

Full-Service Schools are new institutions in South Africa which have been established in terms of the Education White Paper 6, Special Needs Education and Training System (Department of Education, 2001: 22-23; 2014: 9) as pilot schools for the rolling out of the Inclusion Policy in South Africa. A full-service school is a school that encourages learners who experience barriers to learning and learners without barriers to learning to learn and live together (Department of Education, 2001, 2014). For this reason, all learners must have opportunities to learn and play together and participate in educational activities in full-service schools. These inclusion practices, which promote acceptance, equity and collaboration, are responsive to individual needs, and embrace diversity (The Constitution of the Republic of South Africa, Act No. 108 of 1996). The purpose of this study was to explore the experiences of educators in management of inclusive classrooms. This study focused on how the educators perform the three of the seven educators roles as expected in the Minimum Requirements for Teacher Education Qualifications (MRTEQ) (Department of Education, 2011).The educators, over and above these roles, are expected also to participate in extra-curricular programmes, such as sports, cultural and artistic activities, and thus taking more of their time, most probably to the detriment of not fulfilling their Minimum Requirements for Teacher Education Qualifications as expected. The three selected educators roles are ‘the educator as a learning mediator’, ‘the educator as assessor’ and ‘the educator as support provider’, viz. the community, citizenship and pastoral roles of educators for the learners who experience barriers to learning in English First Additional Language (FAL) in the Grade Six inclusive classrooms. A qualitative research method was employed in this study, to explore the way in which individuals make sense of their world in the naturalistic setting of the classroom, without predetermining the research outcomes (Patton 2002, MacMillan & Schumacher 2010, Denzin & Lincoln 2011, Creswell, 2013). Data analysed was gathered through in-depth interviews, non-participatory observation, and document analysis. Data was analysed through content analysis. / Inclusive Education / D. Ed. (Inclusive Education)

The National Commission of Special Needs in Education and Training (NCSNET) Document (1997) which portrays the new Education Policy in South Africa. clearly states that one of the crucial outcomes is that all possible barriers to learning must be eliminated so that all learners are able to actualise their full potential. Inclusive education, as embedded within the Education Policy, is regarded as an approach which will allow learners to actualise their full potential. This study is a critical reflection on whether inclusive education is practised in primary schools in the Thohoyandou area. The research findings indicated that inclusive education is not practised in the Thohoyandou area. A major factor or barrier in this regard is that teachers and principals are not empowered in terms ofknowledge to practise inclusive education. Other factors acting as barriers to the implementation of inclusive education are that the school buildings do not cater for physically and visually impaired learners as well as the attitudes of teachers, parents and peers are inclined to be negative towards learners experiencing barriers to learning. The community should also be educated and empowered to assist and understand these learners, who will become the future members of the community, more effectively, As inclusive education is one of the means whereby all learners are given the opportunity to actualise their full potential, these barriers must be addressed so that inclusive education can be practised in all primary schools in the Thohoyandou area. A few strategies to implement inclusive education in the Thohoyandou area are suggested by the researcher. / Educational Studies / M. Ed. (Special Needs 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)