Thesis (MEdPsych)--Stellenbosch University, 2008. / Recent developments in education have focused on exploring different ways of responding to the diverse learning needs of students. The international trend has been to move towards an inclusive approach based on democratic principles in education, including students with special educational needs in mainstream schools and classrooms. Egypt, an initial signatory to the Convention on the Rights of the Child, has not escaped the prominence of inclusive education on the international education agenda. No legislation on inclusion in schools has been promulgated in Egypt. Furthermore, information is lacking regarding teachers' attitudes towards working with students with special educational needs in mainstream classes, despite the fact that teacher attitude are instrumental in determining the success or failure of inclusive education. The aim of the research, therefore, was to identify teachers' attitudes towards inclusive education. For the purpose of this study, a non-experimental quantitative research design with specific reference to survey research was chosen. The population consisted of teachers in five schools in Alexandria and Cairo and a questionnaire was designed. Data was analysed using the statistical programme SPSS (14.0 for Windows). Results indicate that teachers in Egypt have serious reservations about the feasibility of accommodating students with special educational needs in their classrooms. Curriculum development, educational support, funding opportunities, as well as the training of teachers, need to be addressed in order to facilitate the development of inclusive educational strategies.

The purpose of this study was to determine the knowledge level and degree of satisfaction of parents whose mentally handicapped child was receiving special education and/or related services provided by public school systems.One-hundred and thirty parents responded to three instruments constructed for this study.Findings MANOVA results revealed significant differences among the three parental groups (parents of mild, moderate, and severe/profound children) on the attitude measure toward the special education placement of their children. Post hoc tests and mean comparison data indicated that parents of mildly mentally handicapped children were more satisfied with the special education services than were the two other comparison groups.Data analysis using ANOVA indicated that sex of parents and level of retardation of the child had no significant main effect on the knowledge level of services mandated by Public Law 94-142.Pearson correlation coefficient results suggested that the special education program variables indicated higher positive linear correlation with the degree of parental satisfaction with the special education placement of their mentally handicapped children, than did the demographic variables.Conclusions and Recommendations Parents in this study lacked knowledge of their legal rights pertaining to special education programming and related services. Future research should be directed to understand the interactions among factors that might affect parents' knowledge of PL 94-142.Workshops and inservice programs should be organized and on-going to inform parents of their rights and responsibilities under state and federal special education laws, as well as implementing ways for increasing their involvement in supporting their child's education in the least restrictive educational setting.Inservice workshops should be carried out for regular teachers to ensure that those involved with the education of exceptional children possess competencies necessary to perform their jobs adequately. An array of service alternatives and placement options is necessary to meet the varied needs of all young mentally handicapped children.Future research on parental attitudes toward the special education placement of their mentally handicapped children should take into consideration cause-effect relationships, as well as the interrelatedness of child, parent, and program variables. / Department of Special Education

A mere glance at a family photograph of the Victorian era leaves little doubt of the position of the figure exuding impervious, authoritarian detachment. Austere, rigid and solemn, it is not hard to guess who cast the shadow over the picture. Arrestingly imposing in his role as backbone of the family, this is the nineteenth century legacy image of the father. However, the last century has seen fatherhood redefine itself and the more liberal, lenient and openly loving figure replaced the strict patriarchal model. In contemporary times, fathers are regularly seen comfortably behind a stroller, outdoors with children on their shoulders, at home tousling with their children, and considerably more involved in school and social events. Unashamedly, fathers have moved toward both acknowledging and displaying a softer paternal image. By definition fatherhood is a decidedly individual concept and a unique experience, involving much more than being the male parent in a family, the family protector, or the provider of paycheques. Although the past decade has seen a surge of research and interest in fatherhood with an increased recognition that the involvement of fathers contribute to the well-being, cognitive growth and social competence of their children, there remains a deficit in research on the experiences, perceptions and involvement of fathers of children diagnosed with Down syndrome. And whilst most of this knowledge base is extrapolated from studies about the mother’s experience, true understanding requires that fathers are studied directly. Mothers and fathers respond differently to the pressure associated with raising a child with Down syndrome and literature supports the common view that men are less likely and easy to engage in therapy than women, are less likely to attend therapy, or seek help for physical or psychological problems. For fathers of any differently abled child, the distance between the idealized fathering experience and the actual one may be enormous. Based upon the patriarchy model of the family, in many conventional homes, the wife and mother is like a thermometer, sensing and reflecting the home’s temperature, whilst the father and husband is like the home’s thermostat, which determines and regulates the temperature. The equilibrium of the father plays an important role in his ‘thermostat settings’ to set the right temperature in the marriage and his family. Having a differently abled child is almost never expected and often necessitates a change in plans as the family members adjust their views of their own future, their future with their child, as well as how they will henceforth operate as a family.Some fathers may experience uncertainty about their parenting role of a child diagnosed with Down syndrome, often resulting in peculiar behaviours of the father. This may include engrossing themselves into their work, hobbies, sport, and so forth, almost abdicating their duty as father; believing that the mother knows best (sometimes using their own lack of knowledge as a cop-out); or, they simply withdraw because the mother takes such complete control of every aspect of the child that the father feels inadequate, superfluous, and peripheral as parent. Each parent grieves the ‘loss’ of the child they expected in their own individual way. However, such a highly emotive situation may be compounded by the following aspects: the undeniable pressure of caring for the differently abled child; the additional financial burden; a waning social life; and, the incapacity to cope emotionally whilst invariably displaying the contrary purely to create the illusion that they are indeed coping. Fathers need to develop strategies and skills to cope with the very real and practical needs of parenting their child with Down syndrome, to furthermore minimize relationship conflict and misunderstanding, and to support their child’s optimal development. How these specific issues are embraced and managed may dramatically influence the peace and harmony of family life as well as the marital relationship. This study explores the perspectives of fathers of a child with Down syndrome to ultimately support this unique journey as they navigate their way through “Down”town Holland, as illustrated in the analogy to follow.

M.Ed. / Attention -Deficit/ Hyperactivity disorder (AD /HD) is a diagnostic label which is used by more and more professional people to identify children with behavioral and scholastic problems. Although the AD/HD label may be very useful for communication between professional people, it could lead to generalisations and stereotyping as certain qualities are granted to a person on account of the label that is attached to him without taking him as an individual into account. The labelling of people may even result in changed perceptions and behaviour towards the person who is labelled. This study investigates the mother's perceptions of her AD/HD-labelled child in order to ascertain the effect of this label on the way she perceives, disciplines and handles her child. The study commenced with a theoretical framework in which AD/HD as a diagnostic label is discussed. The origin and development of the label, as well as the uses and abuse thereof, is discussed. Altemative views on AD/HD are also outlined. The theoretical framework is followed by a chapter conceming the design of the research, substantiating the choice of format, methods of data collection and analysis. A qualitative design was chosen on account of its explorative, descriptive and contextual nature. Data was collected by means of in depth interviews. The data was analysed by using a phenomenological approach. Literature was used to compare and complement the data. The data is reported in the following chapter. Examples of raw data from transcriptions are presented. Finally, the consolidated data is interpreted. The results of this study showed that although mothers' perceptions and expectations of their AD /HD-child vary considerably, they correlate with the amount of information which is communicated during the diagnosis. Mothers who are treated with empathy and understanding and who receive more information on the meaning of the diagnosis, tend to perceive their child and his abilities in a more positive way .. The labelling of the child as AD/HD results in an improved relationship between mother and child. Mothers also tend to be more protective of and involved with their child to such an extent that it may negatively affect other relationships in the family. Labelling also influences the mother's perception of herself, because neither she nor the child can be blamed for his unruly behaviour and/ or academic failure. The study concludes with the thought that professional people doing the labelling should work through the content and meaning of the label with the parents in order to help parents form a realistic perception of their AD/HD child.

This was a quantitative research project whose goal was to compare the level of autism and its affect on the parental relationship. Further, it sought to look at different family attributes of the subject child to see how they affected the marital satisfaction as well. The findings indicate that the hypothesis was correct, that the level of severity of autism does negatively affect the parental marital satisfaction.

Not available

Thesis (MSocialWork)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: In this study an explorative and a descriptive design has been implemented with the aim of obtaining knowledge, insight, and understanding of the psycho-social implications of a cleft lip and/or cleft palate for the individual child as well as the family. The motivation for this study was a result of the lack of knowledge on the psycho-social adjustments of an individual/child with a cleft lip and/or cleft palate and his/her family. The researcher became conscious of this lack during a full preliminary inquiry and this lack has been confirmed by the Department of Social Work as well as the Department of Maxillo-Facial-and Oral Surgery at Tygerberg Hospital. The aim of this study is therefore to create guidelines concerning social welfare interference in families after the birth of a baby with a cleft lip and/or cleft palate, in order to improve psycho-social functioning. The literature study included occurrence and incidence, embryological development, etiology of cleft lip and/or cleft palate as well as the psycho-social implications for the individual/child and the family. The medical aspects, namely the etiological and embryological development of cleft lip and/or cleft palate only serves as a background for the medical social worker that forms part of the interdisciplinary team of a cleft palate/lip clinic. This research focuses primarily on the psycho-social implications of a cleft lip and/or cleft palate on the individual/child as well on the family. The literature study also included the theoretical perspectives which determine the social worker's task and the system and strength perspective has been focused on. These perspectives have been implemented according to the development-aimed approach. The researcher decided to involve ten pre-school children with congenital deformity, between the ages of one month to six years as well as their mothers, who are from the service area of the Tygerberg Hospital in the research. The study was determined by a combination of qualitative as well as quantitative research methods, namely structured interviews as well as structured questionnaires. The results of this research confirmed the results of the literature study to a great extent, namely that individuals/children with a congenital deformity, as well as their families, are a highrisk group for psycho-social problems. These psycho-social problems indicate relationship problems in the family, cognitive problems for the individual/child as well as social adjustment problems for the individual/child and the family. Therefore the results gave an indication of what the content of intervention programmes for this target group should be. The recommendations focused on three areas, namely general recommendations concerning prenatal clinics where the cleft lip and/or cleft palate should be identified, general recommendations concerning guidelines for the social worker before intervention in the target group starts and recommendations with the aim of creating guidelines for social welfare intervention, in order to limit the psycho-social implications on the individual/child. The recommendations include further research in order to address society's ignorance concerning cleft lip and/or cleft palate. This research should focus on the development of social welfare programmes which, by primary prevention, aim at improved informing the society of this deformity. / AFRIKAANSE OPSOMMING: 'n Verkennende sowel as 'n beskrywende ontwerp is in hierdie studie geïmplementeer ten einde kennis, insig en begrip oor die psigo-sosiale implikasies van 'n gesplete lip en/of verhemelte vir individu/kind sowel as die gesin te verkry. Die motivering vir hierdie studie het na vore gekom weens die leemte rakende kennis oor die psigo-sosiale aanpassings van 'n individu/kind met 'n gesplete lip en/of verhemelte en sy/haar gesin. Die navorser het van hierdie leemte bewus geword tydens 'n volledige voorondersoek en hierdie leemte is deur die Departement Maatskaplike Werk sowel as die Departement Kaak- en Mondchirurgie te Tygerberg Hospitaal bevestig. Die doel van hierdie studie is dus om riglyne daar te stel ten opsigte van maatskaplike intervensie met gesinne ná die geboorte van 'n baba met 'n gesplete lip en/of verhemelte, ten einde psigo-sosiale funksionering te verbeter. Die literatuurstudie het die voorkoms en insidensie, embriologiese ontwikkeling, etiologie van gesplete lip en/of verhemelte sowel as die psigo-sosiale implikasies vir die individu/kind en die gesin ingesluit. Die mediese aspekte, naamlik die etiologiese en embriologiese ontwikkeling van gesplete lip en/of verhemelte dien slegs as agtergrond vir die geneeskundige maatskaplike werker wat deel vorm van die interdissiplinêre span van 'n gesplete verhemelte/lip kliniek. Hierdie navorsing fokus primêr op die psigo-sosiale implikasies van gesplete lip en/of verhemelte op die individu/kind sowel as op die gesin. Die literatuurstudie het ook die teoretiese perspektiewe wat die maatskaplike werker se taak rig, ingesluit en daar is op die sisteem- en sterkteperspektief gefokus. Hierdie perspektiewe is aan die hand van die ontwikkelingsgerigte benadering geïmplementeer. Daar is besluit om tien voorskoolse kinders met kongenitale deformiteit, dus tussen die ouderdomme van een maand tot ses jaar sowel as hul moeders, wat vanuit die Tygerberg Hospitaal se diensarea afkomstig is, by die ondersoek te betrek. Die ondersoek is deur 'n kombinasie van kwalitatiewe sowel as kwantitatiewe navorsingsmetodes, naamlik gestruktureerde onderhoude sowel as gestruktureerde vraelyste, gerig. Die resultate van hierdie ondersoek het tot 'n groot mate die bevindinge van die literatuurstudie bevestig naamlik dat individue/kinders met 'n kongenitale deformiteit, sowel as hul gesinne, 'n hoë risikogroep vir psigo-sosiale probleme is. Hierdie psigo-sosiale probleme dui byvoorbeeld op verhoudings-probleme in die gesin, kognitiewe probleme vir die individu/kind sowel as sosiale aanpassingsprobleme vir die individu/kind en die gesin aan. Die resultate het dus 'n aanduiding gegee van wat die inhoud van intervensieprogramme vir hierdie teikengroep behoort te wees. Die aanbevelings het op drie areas gefokus naamlik algemene aanbevelings ten opsigte van voorgeboorteklinieke waar gesplete lip en/of verhemelte geïdentifiseer moet word, algemene aanbevelings ten opsigte van riglyne vir die maatskaplike werker voordat intervensie met die teikengroep begin en algemene aanbevelings ten einde riglyne daar te stel vir maatskaplike intervensie, sodat die psigo-sosiale implikasies op die individu/kind beperk word. Die aanbevelings sluit in verdere navorsing ten einde die onkunde van die samelewing ten opsigte van gesplete lip en/of verhemelte aan te spreek. Hierdie navorsing moet fokus op die ontwikkeling van maatskaplikewerk-programme wat deur primêre voorkoming die samelewing beter aangaande die deformiteit inlig.

Thesis (MScSportSc) -- University of Stellenbosch, 2003. / ENGLISH ABSTRACTThe purpose of this study was to determine whether or not inclusion opportunities would improve the attitudes of children with disabilities and children without disabilities towards inclusion in physical activities. A total of 75 pre-and 71 post-test questionnaires were completed. Thirty-nine pre-test and 37 post-test questionnaires were completed by participants with disabilities and 36 pre-test and 34 post-test questionnaires were completed by participants without disabilities. All participants were pre-tested by means of questionnaires presented to them prior to each inclusion opportunity and were post-tested by means of questionnaires presented to them on the day of the inclusion opportunity, once the event was completed. All questionnaires were developed by the researcher and have not been used previously for any other study of this kind. Results revealed that: 1. Attitudes in both the participants without disabilities and participants with disabilities changed after attending the inclusion opportunities. 2. There was a reduction in negative attitudes in both participating groups towards inclusion in physical activities. 3. Participants associated the inclusion opportunities with positive categories such as enjoyment, friendship and play. 4. There was a positive response to suggestions of participation in future inclusion opportunities. Based on the results determined, it was concluded by the researcher that inclusion opportunities do improve attitudes of children with and children without disabilities towards participating in inclusive activities, specifically physical activities. Further research in South Africa should however be conducted to determine the long-term effects of participation in inclusion opportunities on children with and without disabilities. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om te bepaal of inklusiewe geleenthede die gesindhede van kinders met gestremdhede en kinders sonder gestremdhede kon verbeter met betrekking tot die beginsel van inklusiewe onderrig. 'n Totaal van 75 pre- en 71 post-toetse is gevoltooi. Nege en dertig pre-toetse en 37 post-toetse is deur deelnemers met gestremdhede voltooi en 36 pretoetse en 34 post-toetse deur deelnamers sonder gestremdhede. Aile deelnemers is vooraf getoets deur middel van vraelyste wat voltooi is voor die aanvang van elke geleentheid. Na die voltooing van elke geleentheid het aile deelnemers weer 'n vraelys voltooi. Die vraelyste is deur die navorser ontwikkel en is nog nooit voorheen gebruik vir hierdie tipe studie nie. Resultate van hierdie studie het aangetoon dat: 1. Gesindhede van kinders met gestremdhede en van kinders sonder gestremdhede het verbeter na deelname in hierdie geleenthede. 2. Daar was 'n vermindering in negatiewe houdings van kinders met gestremdhede en kinders sonder gestremdhede na insluiting in hierdie gemeenskaplike aktiwiteite. 3. Deelnemers het hierdie gesamentlike geleenthede geassosieer met postitiewe ervarings soos genot, speel en nuwe vriendskappe. 4. Daar was positiewe voorstelle van deelname in verderer gesamentlike geleenthede. Na aanleiding van hierdie resultate, is dit duidelik dat inklusiewe fisieke aktiwiteitsgeleenthede die gesindhede van kinders met en kinders sonder gestremdhede, positief van beinvloed. Verdere navorsing om die langtermyn effek van inklusiewe geleenthede op Suid-Afrikaanse kinders met en sonder gestremdhede te bepaal, sal egter steeds nodig wees.

After the first democratic elections in 1994 the South African government was faced with the enormous challenge of blending a sophisticated First World education system for the minority with an underdeveloped Third World education system for the majority. The government committed itself to the principles of an inclusive education approach in order to provide equal quality education for all learners. The focus of the inclusive education will be to provide education for all learners (not only for the disabled) who for one or more reasons were discriminated against under the previous education policy. The aim of this study was to investigate the educators’ perceptions and experiences of inclusive education in schools where it is being implemented in Pietermaritzburg. The study also looked at the nature of concerns and attitudes held by these educators. Both a literature and empirical study were executed. The quantitative and qualitative approaches were used and data were collected by semi-structures questionnaires administered to thirty educators from schools where inclusive education is being implemented. Quantitative data was analysed using the descriptive statistics. A thematic analysis technique was used to analyse qualitative data. The results were presented against the central themes that emerged and include: inclusive education is challenging by its very nature; negative attitude towards inclusive education and learners with barriers to learning; negative perception towards adapting the curriculum to learners with barriers to learning; availability / lack of resources and support needed in inclusive classrooms; areas of needs in working with learners with barriers to learning; and many learners’ needs are not being met, while educators’ workload and stress have increased. A general sense of negativity was found with regard to the educators’ perceptions and attitudes towards inclusive education. They indicated that they were not well prepared for inclusive education. Recommendations were made to facilitate improving the preparedness or readiness of the educators, for inclusive education in inclusive schools in the Pietermaritzburg area. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.

Thesis (MEdPsych)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Education White Paper 6, implemented in 2001, completed a significant period of policy development and change after the end of Apartheid in South Africa. The change in South African educational policy and the schooling system has given rise to many changes in the governance of special schools; this has further influenced this study. Education White Paper 6 (2001) introduced a comprehensive range of educational support services; schools now include mainstream schools, full-service schools and special schools. These schools offer varying levels of support with the view to minimise barriers to learning. While this research was conducted in a private special school, the parents who participated had all transitioned their child from a mainstream school. This research study attempted to understand parents’ perspectives of transitioning their child from a mainstream school to a special school, focusing in particular on parents whose children were in the Senior Phase of their school career. Bronfenbrenner’s bio-ecological model was used as the theoretical framework for this study because of the overlapping systems that are interconnected and influence the participants’ lives and the lives of their children. For the research study, the parents were placed in the centre of the model; the other microsystems include the school, family and the child. This study made use of a qualitative case study design and a qualitative methodology which is rooted within an interpretive paradigm. Purposeful sampling was used to select the parents from the selected special school in the Southern Suburbs of Cape Town, as participants for the study. The study made use of three measures to collect data; a semi-structured interview, a life-line activity, as well as an open-ended questionnaire the parents were asked to complete at home. Qualitative content analysis was used to analyse the data generated by means of the three data collection methods. The findings of this research paper suggest that the transient process at a later stage in the child’s academic career was a difficult experience for the parents who participated in the study. However, as the children gradually adjusted to the change, the parents felt the move had been worth it and had experienced a positive change in their children’s academic achievements. It should also be noted that the parents’ perspectives on special education were not based on the policy documents governing the South African school system and more parental education is needed regarding this area. While the findings of the study cannot be generalised to all schools in South Africa, from this research study recommendations could be made to the special school to assist in ensuring a smoother transition for both the parents and the learner. / AFRIKAANSE OPSOMMING: Onderwyswitskrif 6 wat in 2001 geïmplementeer is het die periode van die beleidsverandering ná die beëindiging van apartheid in Suid-Afrika voltooi. Die verandering in die Suid-Afrikaanse opvoedkundige beleid en die skoolstelsel het aanleiding gegee tot baie veranderinge in die bestuur van spesiale skole, en dit het hierdie studie beïnvloed. Onderwyswitskrif 6 (2001) het 'n omvattende reeks van opvoedkundige ondersteuningsdienste voorgestel wat die volgende strukture insluit; hoofstroom-, voldiens- en spesiale skole. Hierdie skole bied verskillende vlakke van ondersteuning aan met die oog om die hindernisse tot leer te oorbrug. Die navorsing is vanuit 'n privaat spesiale skool gedoen. Die ouers wat deelnemers aan die navorsing was, het hulle kinders uit 'n hoofstroomskool gehaal en oorgeplaas na ‘n spesiale skool. Hierdie navorsingstudie het gepoog om ouers se perspektiewe te verstaan rakende die oorplasing van hulle kind vanuit ‘n hoofstroomskool na 'n spesiale skool, met spesifieke fokus op die ouers wie se kinders in die Senior Fase van hul skoolloopbaan was. Bronfenbrenner se bio-ekologiese model is as die teoretiese raamwerk vir hierdie studie gebruik in die lig van die klem op die oorvleuelende sisteme wat met mekaar verbind is en die invloed daarvan op die deelnemers se lewens en die lewens van hul kinders. Vir hierdie navorsingstudie is die ouers in die middel van die model geplaas, met die skool, gesin en die kind as verdere mikrosisteme. Hierdie studie het van 'n kwalitatiewe gevallestudie en 'n kwalitatiewe metodologie gebruik gemaak wat in 'n interpretatiewe paradigma gegrond is. Doelgerigte steekproefneming is gebruik om die ouers te kies uit die aangewese spesiale skool in die suidelike voorstede van Kaapstad, as deelnemers vir die studie. Die studie het gebruik gemaak van drie maatreëls om data in te samel: 'n semi-gestruktureerde onderhoud, 'n lewens-lyn aktiwiteit, en 'n oop vraelys wat die ouers tuis voltooi het. Kwalitatiewe inhoudsanalise is gebruik om die data wat gegenereer is deur middel van die drie data–insamelingsmetodes, te ontleed. Die bevindinge van hierdie navorsing suggereer dat die oorgangsperiode op 'n later stadium in die kind se akademiese loopbaan 'n moeilike ervaring vir die ouers, wat aan die studie deelgeneem het, was. Namate die kinders egter by hulle veranderde omstandighede aangepas het, het die ouers gevoel dat die skuif die moeite werd was en hulle het 'n positiewe verandering in hul kinders se akademiese prestasies opgemerk. Kennis moet ook daarvan geneem word dat die perspektief van die ouers op spesiale onderwys nie gebaseer was op die beleidsdokumente van die Suid-Afrikaanse skoolstelsel nie. Dit beklemtoon dat ouerontwikkeling ten opsigte van hierdie aspek noodsaaklik is. Die bevindinge van die studie kan wel nie na alle skole in Suid-Afrika veralgemeen word nie, maar daar kan vanuit hierdie navorsing aanbevelings gemaak word om spesiale skole by te staan ten einde die oorgang vir beide ouers en leerders makliker te maak.