Thesis (MA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: The introduction of inclusive education in the South African educational system may be seen as one of the first steps to promote equality and human rights in post-apartheid South Africa. With the implementation of inclusive education, education became less segregated and fragmented, with the aim of ensuring equal learning opportunities for all children, including those with disabilities. The main driving force of inclusive education in South Africa is the Education White Paper 6 on Special Needs Education: Building an inclusive education and training system published in 2001. The aim of this study was to understand inclusive education from the perspectives of those who are charged with the implementation thereof. Classroom educators (teachers) together with district-based support teams are seen as the primary resource for achieving the goal of an inclusive education and training system. This study focused on the perspectives of teachers from one primary and one secondary school in one education district (Education District A) and District-based support team members from another education district (Education District B) in the Western Cape. The study takes on a social constructionist paradigm and illustrates how our understanding and conceptualisation of disability have changed overtime. A social constructionist paradigm highlights the way in which disability is a socially constructed and how it changes according to our understanding thereof. The different models of disability and the role of education was also a main focus of this study. A qualitative research design was used, with purposive and opportunity sampling being applied. Data was gathered using focus groups and in-depth semi-structured interviews and was analysed using thematic analysis. The key findings of this study showed that the teachers and district-based support team members believe that inclusive education can be successful in South Africa provided that changes are made in how it is currently conceptualised and implemented. The teachers have a very different perspective on inclusive education from the support team members. The teachers believe that the success of inclusive education can only be ensured if barriers to teaching are prevented or eradicated, while the support team members believe the success of inclusive education depends on the identification and prevention of barriers to learning. Both groups do however believe that inclusive education is a very good ideal to strive towards but that it has not yet been achieved and that the inclusion and education of all learners are of great importance. / AFRIKAANSE OPSOMMING: Die bekendstelling van inklusiewe onderwys in die Suid-Afrikaanse onderwysstelsel kan gesien word as een van die eerste stappe om gelykheid en menseregte in post-apartheid Suid-Afrika te bevorder. Met die implementering van inklusiewe onderwys het die onderwysstelsel meer toeganklik en minder gefragmenteerd geword. Die doel van inklusiewe onderwys is om te verseker dat alle kinders, ook dié met gestremdhede, gelyke leergeleenthede kry. Die belangrikste dryfkrag agter inklusiewe onderwys in Suid-Afrika is die Onderwys Witskrif 6 oor Spesiale Onderwys: Die bou van 'n inklusiewe onderwys-en opleidingstelsel wat in 2001 gepubliseer is. Die doel van hierdie studie was om inklusiewe onderwys vanuit die perspektiewe van diegene wat dit moet implementeer te verstaan. Klaskamer opvoeders (onderwysers) asook distrikgebaseerde kringondersteuningspanne word gesien as die primêre bronne vir die bereiking van 'n inklusiewe onderwys-en opleidingstelsel. Hierdie studie het op die perspektiewe van onderwysers, van een primêre en een sekondêre skool in een onderwysdistrik (Onderwysdistrik A), en kringondersteuningspanlede, van ʼn tweede onderwysdistrik (Onderwysdistrik B), in die Wes-Kaap gefokus. Die studie neem 'n sosiale konstruktivistiese paradigma aan en illustreer hoe ons begrip en definiëring van gestremdheid oor tyd verander het. 'n Sosiale konstruktivistiese paradigma beklemtoon die manier waarop gestremdheid sosiaal gekonstrueer is en hoe dit verander volgens hoe ons begrip daarvan verander. Die verskillende modelle van gestremdheid en die rol van onderwys was ook 'n hooffokus van hierdie studie. 'n Kwalitatiewe navorsingsontwerp is gebruik, doelgerigte steekproefneming en geleentheid-steekproefneming was toegepas om die deelnemers te kies. Data is ingesamel deur middel van fokusgroepe en in-diepte semigestruktureerde onderhoude en is ontleed deur gebruik te maak van tematiese analise. Die belangrikste bevindings van hierdie studie was dat die onderwysers en distrikgebaseerde kringondersteuningspanlede van mening is dat inklusiewe onderwys slegs in Suid-Afrika suksesvol kan wees mits daar veranderinge gemaak word in hoe ons dit tans konseptualiseer en implementeer. Die onderwysers se perspektief van inklusiewe onderwys verskil heelwat van die perspektiewe van die kringondersteuningspanlede. Die onderwysers is van mening dat van inklusiewe onderwys slegs verseker sal wees indien hindernisse wat onderrig verhoed, voorkom of uitgewis word. Kringondersteuningspanlede is weer van mening die sukses van inklusiewe onderwys afhang van die identifisering en voorkoming van hindernisse van leer. Beide groepe is egter van mening dat inklusiewe onderwys 'n baie goeie ideaal is om na te streef, maar dat dit nog nie bereik is nie, ook dat die insluiting en opvoeding van alle leerders van groot belang is.

Thesis (MBA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Lungisisa Indlela Village is a non-profit organisation in KwaZulu-Natal, South Africa. It provides holistic residential care for orphaned and vulnerable children in order to “rescue a child, restore a life, raise a leader and release a star”. The village can house 1 000 orphans and the model used is long-term cluster foster care where the children will get a sense of belonging in a homely environment, modelling an African village lifestyle. The houses are built in clusters, each with eight homes surrounding a communal play area. Each home has a fully-trained house mother who may bring two biological children, and will be given up to six children through the Department of Social Welfare. Within a family environment, they will receive unconditional love, spiritual discipleship, care and nurturing. The Lungisisa Indlela Village School is a registered independent school which comprises a play-school, pre-school, primary school and secondary school. Lungisisa Indlela Village is assisting others who have the same vision to build villages in Pretoria, Benoni, Kimberley, Grahamstown, East London and George. The vision of Lungisisa Indlela Village is to build thousands of villages across Africa in order to turn one of the continent’s biggest problems into the solution. The research focus is on the discipline of social marketing. More specifically, how Lungisisa Indlela Village makes use of the principles of social marketing in order to gain support from the community, government, corporate organisations and churches. A case study approach was followed, whereby literature and in-depth interviews were used to compare Lungisisa Indlela Village’s current marketing activities to best practice social marketing principles. The aim of the research was not only to assist Lungisisa Indlela Village with their expansion, but also to assist other orphanages and cause-related marketing organisations in putting together a marketing plan to drive the desired behaviour in both South Africa and the rest of Africa (in countries facing similar challenges). The study, even though aimed at how Lungisisa Indlela Village compares to best practice social marketing principles, revealed that there are many other business and strategic issues to consider. These issues, however, inform how the marketing plan is executed. Leadership, governance, relationship with government and marketing the Lungisisa Indlela Village brand and solution are very important questions, issues and initiatives that need to be addressed before further expansion takes place. The author would like to encourage the reader to watch the following video: www.youtube.com/watch?v=OSnujMEumrc, before reading the rest of this paper.

Bibliography / Thesis (M.A.) -- Stellenbosch University, 1988.

There has been a significant increase in immigrant learners in South African schools. This research study captures the experiences of immigrant learners in selected inner city schools of Johannesburg. The May 2008 xenophobic violence prompted the researcher to investigate the extent of xenophobia. A survey of immigrant learners, South African learners and educators was conducted by means of interviews that allowed the research participants to express their feelings and experiences regarding the phenomenon of xenophobia. The result of the study revealed that immigrant learners do experience xenophobia in various forms by South African learners and, in some cases, educators as well. Immigrant learners were predominantly exposed to prejudice and xenophobic comments. They perceived South Africa as positive, giving them hope and opportunities. This research provided a baseline for more extensive research into this phenomenon. / Thesis (M. Ed. (Guidance and Counselling)

M.A. (Counselling Psychology) / The treatment of learning- and associated socio-emotional problems as found in ADHD has long been researched and practiced. The treatment still doesn't seem 100% effective since it helps in some cases but worsens effects in others. The literature aroused the possibility that other disorders could occur under the same behavioural symptoms as displayed in ADHD. One of these is Tourette's disorder ...

Learners experiencing barriers to learning often require intervention and support from multiple professionals with different areas of expertise. Collaboration between professionals is important in avoiding fragmented and incoherent service delivery. Transdisciplinary service delivery allows for maximum integration among the various role players. Disciplinary boundaries are transcended through a process of skills transference and sharing of roles and provide child-centred, coordinated and collaborative support. This study investigates professionals in the Western Cape’s perceptions of a transdisciplinary service delivery approach for supporting learners experiencing barriers to learning. A sequential mixed method approach was utilized to gain an in depth understanding of professionals’ perceptions. Data were collected in two phases. During the first phase, a quantitative questionnaire was sent to various professional categories in the Western Cape who are expected to provide services to learners experiencing barriers to learning. The aim of the quantitative study was to provide background information for the second phase in which professionals’ perceptions of a transdisciplinary approach for supporting learners experiencing barriers to learning were obtained through eight focus group discussions. Four focus groups consisted of professionals who had not previously been exposed to a transdisciplinary approach. These professionals attended a two hour informative workshop on a transdisciplinary service delivery approach prior to the focus group. The remaining four focus groups consisted of professionals who had previously been exposed to transdisciplinary service delivery. Data were systematically analysed through a hybrid process of inductive and deductive analysis. Findings indicate that professionals providing services to learners experiencing barriers to learning perceive a transdisciplinary approach as useful and much needed for services provided both in schools and in private practice. Certain aspects of the transdisciplinary approach are perceived as more or less valuable, depending on the context and specific category of learning barrier. Although professionals acknowledge all aspects of the approach as valuable, multiskilling and role release are viewed as most needed. The transference of skills among therapists, teachers, parents and caregivers is perceived to contribute to effective and feasible service delivery. / Psychology of Education / D. Ed. (Psychology of Education)

Child sexual abuse and its potentially traumatizing consequences, over both the short- and longer term, has been increasingly recognized in the literature as a possible pathway to the development of intra- and interpersonal maladjustment, affecting the mental well-being of those affected. There is a paucity of local research investigating the systemic impact of a child's sexual abuse upon the caregiving and family systems in which the child is integrally embedded. The current research was conducted primarily in response to this, with the intention of illuminating the experiences of caregivers and families managing their child's experience of sexual abuse. More specifically, the research was interested in the experiences and perceptions of caregivers of children who had been sexually abused by an extrafamilial person. The phenomenological approach informed the planning, implementation, analysis and interpretation phases of the research. The sample included six mothers / female caregivers who had discovered their child's sexual abuse no less than three months and no longer than twelve months prior to the research being conducted. Maternal caregivers were the primary source of information regarding their own experiences, as well as spokespersons for the caregiving family unit and its members. Two semistructured interviews were planned for each respondent, the first interview aimed at eliciting their experiences and perceptions, and the second interview aimed primarily at providing debriefing and feedback. In view of the highly sensitive nature of the interview topic, the second interview was structured primarily out of ethical concerns for the respondent's well-being as a consequence of the interviewing. Results of the interviews suggest that these caregivers were faced with a host of complex experiences related to three broad thematic areas, namely: their involvement with the criminal justice system; managing the child's and family's distress; and themes around coping and support. A number of sub-themes were identified within and across these three broad thematic areas, representing a complex interaction between dominant experiences. Caregivers were typically faced with a series of dilemmas and decisions in their interactions with their child, family, and the criminal justice system. Based upon the findings, a number of suggestions have been made in terms of policy and protocol development for intervening with such families and their children. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.

Urban agriculture is a strategy poor urban, informal settlement residents adopt to reduce poverty and improve food security and child nutrition. It is widely asserted in the literature and development circles that household vegetable gardens can provide a significant percentage of recommended dietary allowances of macro- and micro-nutrients in the diets of pre-school children. These children are vulnerable in terms of food access and nutrition. The first five years of a child’s life are crucial to psychological well-being. This study set out to determine the impact of home gardens on access to food, dietary diversity and nutrient intake of pre-school children in an informal settlement in Eatonside, in the Vaal Region, Johannesburg, South Africa. The home gardening project was undertaken in five phases, namely the planning phase; a baseline survey (including quantitative food intake frequencies, 24-hour recall, individual dietary diversity questionnaires and anthropometric measurements); a training programme on home gardens; planting and tending the gardens and evaluating the impact of home gardens on access to food, dietary diversity and nutrient intake of pre-school children. Children aged two to five years (n=40) were selected to participate in the study. The sample population consisted of 22 boys and 18 girls. The children were categorised into three groups at the start of the project: children of 24-35 months (four boys and one girl), 36-47 months (four boys and five girls) and 48-60 months (14 boys and 12 girls). All but 10 per cent of the children’s consumption of foods in the food groups increased. At the start of the project, low consumption rates were observed for white tubers and roots, vitamin A-rich fruit, other fruit and fish. After the gardening project, the number of children consuming vegetables increased considerably. There was an increase in the intake of food groups over the period of the project. The number of children consuming vitamin A-rich increased the most, with all children (45 per cent improvement) consuming vitamin A-rich vegetables at the end of the project, compared with just over half at the start of the project. The consumption of vegetables increased with 78 per cent of the children consuming beans and 33 per cent beetroot. Most children (95 per cent) consumed cabbage, carrots and spinach post-home gardening. Seventy eight percent of children consumed beans by the end of the project, but only a third of the children had consumed beetroot during the post-project survey period. Intakes of all nutrients considered in the study improved by the end of the project, except for energy and calcium, which dropped marginally, but both remained at around 50 per cent below requirements. Twenty five percent of boys (24-35 months) were underweight and below the 50th percentile at the pre- and post-project stages. The same boys were severely stunted (on average -4.41 standard deviations below the third percentile). Of the boys aged 36-47 months, 25 per cent were stunted pre-project, but by the end of the project, this number had decreased to 50 per cent. Twenty one per cent of the older boys (48-60 months) were within their normal height for age. Twenty five per cent of girls were underweight (36-47 months). A slight change was observed in the 36-47 month group, where the mean changed from -0.14 standard deviations (below 50th percentile) pre-project to -0.5 (below 50th percentile) post-project. All girls aged 24-35 months were below -2 standard deviations pre-project. After the home gardening project, the figure dropped to 50 per cent. For girls aged 36-47 months, 25 per cent were below -3 standard deviations after the project, compared with 20 per cent pre-project. Height-for- age for girls aged 36-47 months dropped by 10 per cent below -2 standard deviation post-home gardening. Girls from 24 to 35 months were severely stunted [-3.02 (below 3rd percentile) pre- and -2.31 (below 5th percentile) post-project]. Stunting was observed in 36-47 months girls who had means of -2.39 (below 3rd percentile) and 1.86 (below 25th percentile) both pre-and post-gardening respectively and were at risk of malnutrition. The older girls were well nourished with means of height-for-age at -0.88 (below 50th percentile) pre-project and -0.92 (below 50th percentile) post-project. Home-gardening improved food access, dietary diversity, energy, protein, carbohydrate, fat, fibre, vitamin A and iron intakes, but did not make a significant impact on the malnutrition of the children in the project or ensure adequate intakes. Home gardens had a positive impact on height-for-age scores; but had no significant impact on mean weight-for-age and height-for-weight z-scores of the pre-school children. Increases in carbohydrate and fat intakes were shown to have the only significant impact on the children’s nutritional status and only with regard to improving height-for-age scores. The results show that the gardens did not have the expected impact on children’s nutrition, but confirm that increases in incomes from gardening are likely to have a greater impact through savings from consuming produce grown and selling produce to buy energy-dense foods for the children. This needs to be considered in nutrition interventions. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.

Aim: To determine whether the tuck shop purchasing habits of Grade 4 learners were contributing towards the development of childhood overweight and obesity. Objectives: To assess the nutritional quality of the food and beverages available for learners to purchase; items regularly purchased from the tuck shop as well as factors influencing the learner’s decision to purchase these items; the anthropometric and socio-demographic characteristics of grade 4 learners as well as their nutrition knowledge related to the tuck shop items purchased. Method: A survey administered to 11 tuck shop managers, a questionnaire administered to 311 Grade 4 learners and two single-sex focus groups of 5 learners each were conducted. Results: Fifty six percent of the sample were female (n=173) and 44% were male (n=138). Twenty seven percent of the study sample was overweight (n = 83) and 27% were obese (n = 85). Eighty six percent of learners (n = 266) claimed to buy from their school tuck shop. Twenty two percent of learners purchased from their tuck shop at least three times per week (n =58). Learners who purchased from the tuck shop had a significantly higher BMI than those who did not (p = 0.020). Learners who purchased from the tuck shop spent on average R8,38 per day with a minimum of R1 and a maximum of R40 (standard deviation R5.39). The most popular reasons for visiting the tuck shop included “this is my favourite thing to eat or drink” (66.5%, n = 177) and “I only have enough money to buy this item” (47.0%, n = 125). Savoury pies were the most popular "lunch" item for all learners for both food breaks (45%, n = 5 schools and 27.3%, n = 3 schools) selling the most number of units (43) per day at eight of the eleven schools (72.7%). Iced popsicles were sold at almost every school, ranked as the cheapest beverage and also sold the most number of units (40.7). Healthy beverages sold included canned fruit juice and water, while healthy snacks consisted of dried fruit, fruit salad, bananas, yoghurt and health muffins. The average healthy snack contained almost half the kilojoules of its unhealthy counterpart (465kJ vs 806kJ). Nutritional analyses of the healthy lunch options revealed total fat contents that exceeded the DRI and South African recommended limit. Perceived barriers to stocking healthy items included cost and refrigeration restrictions. The average score for the food groups was only 33% indicating that learners were not familiar with the Food Based Dietary Guidelines (FBDG). Further analyses showed that the total knowledge scores of those learners that reported to buy from the tuck shop frequently, was significantly lower when compared to the total knowledge scores of those learners who bought from the tuck shop less frequently (13.0 ± 3.9 and 11.6 ± 3.1, respectively; p < 0.05). Logistic regression analysis confirmed that the total knowledge of a learner could be used to predict whether he or she is more likely to make purchases from the tuck shop (significance = 0.017). Focus group results revealed that learners are aware of “healthy” and “unhealthy” tuck shop items. Most learners stated that they would continue to purchase items from their tuck shop if all “unhealthy” items were removed. Conclusion: Primary school tuck shops of well resourced schools in Pietermaritzburg are contributing to childhood overweight and obesity through a combination of factors. These include the poor nutritional quality of the items stocked at the tuck shop as well as the poor tuck shop purchasing practices. Much consultation is required amongst dieticians, school principals and privatised tuck shop managers to overcome barriers to stocking healthy items. School management and government have an important role to play in imposing restrictions on the sale of unhealthy items; along with improving the quality of the nutrition education curriculum to ensure that learners are able to translate their knowledge into healthier purchasing practices. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.

Children less than five years of age are at a risk of growth failure worldwide. The South African National Food Consumption Survey (NFCS) of 1999 showed that 25.5% of children aged 1 - 3 years were stunted. Poor growth of young children in developing countries (South Africa included) has been associated with multiple micronutrient deficiencies because of the use of starchy plant-based complementary foods with little variety, especially among resource poor households. Dietary diversification through the use of crop and livestock production has been recommended as a strategy to improve the micronutrient intake and food security of households in resource poor settings. This study was a cross sectional secondary analysis of the South African NFCS of 1999 data, designed to investigate the impact of crop and livestock production on nutrient intake, dietary diversity, intake of selected food groups, hunger perceptions and anthropometric status of children aged 1 - 3 years in South Africa. Children from households producing crops only (n=211), crops and livestock (n=110), livestock only (n=93) and non-producers were compared at the national, in rural areas and among households with a total income of less than R12 000.00 per household per year. In rural areas and among households with a total income of less than R12 000.00 per household per year, children in the crops and livestock group had higher nutrient intakes for energy, vitamin 86, calcium and folate than the other groups (p<0.05), while the crops only group had higher nutrient intakes for vitamin A and vitamin C. The majority of children in all the four study groups had less than 67% of the RDAs for vitamin A, vitamin C, folate, calcium, iron and zinc. In addition , children in all the groups had a median dietary diversity score of four out of 13 food groups. In rural areas and among low income households, higher percentages (over 60%) of children in the crops only group consumed vegetables while the non-producers group was the lowest (47.7%). The non-producers group had the highest percentages of children consuming meat and meat products and the crops and livestock and livestock only groups had the lowest percentages. In both rural areas and among households withlow income, the majority of the households in all the study groups were experiencing hunger. In rural areas, one in five households were food secure. Crop and livestock production improved the nutrient intake and the intake of vegetables of children in rural and poor households. However, nutrient intakes were not adequate to meet the recommended nutrient levels. The high levels of food insecurity require support of these households to increase crop and livestock production and, integration of nutrition education to increase the consumption of the produced products. / Thesis (M.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.