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Technology: The Bridge to Facilitate Learning of Adult Learners of MathematicsAlan, LaVerne 15 February 2012 (has links) (PDF)
No description available.
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Information and communication technology as a learning tool : experiences of students with blindnessNgubane-Mokiwa, Sindile Amina 06 1900 (has links)
The goal of this research was to explore how students with blindness (SwBs) use information and communication technology (ICT) for learning at the University of South Africa (UNISA). To do this the critical paradigm was used as a way of viewing the educational world. Underpinned by Transactional Distance Theory, Cultural Historical Activity Theory, Universal Design for Learning and Critical Theory, the study was qualitative and used narrative inquiry. The selection of the participants was made through purposive and snowball sampling and data collected through life stories, in-depth and telephonic interviews. The findings culminated in two major findings: 1) the use of ICT for learning; and 2) inclusive digital approaches. The first has emerging themes, for instance, (a) challenges with mathematical, scientific and accounting signs; (b) inability to access graphic learning material; (c) incompatibility of software; (d) lack of timely access to electronic learning materials; (e) high cost of ICT tools; (f) personal computers and laptops; (g) myUnisa and myLife; (h) voice recorders, Brailler, screen readers and videoconferencing; (i) electronic mail (e-mail); and (j) mobile telephones. The themes for the second major finding include: (a) authentic use of student-centred approaches; (b) inconsistency between policy and practice; (c) testing and re-testing of assessment tools; and (d) regular seeking of students‘ views and experiences. The proposed ‗Inclusive Critical use of Technology‘ (ICuT) framework was developed to and can be used as an effective guide if it is foregrounded by applicable distance learning theories and appropriate technologies. The study recommends the use of inclusive and critical approaches when integrating ICT into teaching and learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)
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Technology: The Bridge to Facilitate Learning of Adult Learners of MathematicsAlan, LaVerne 15 February 2012 (has links)
No description available.
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DESIGN FOUNDATIONS FOR CONTENT-RICH ACOUSTIC INTERFACES: INVESTIGATING AUDEMES AS REFERENTIAL NON-SPEECH AUDIO CUESFerati, Mexhid Adem 16 November 2012 (has links)
Indiana University-Purdue University Indianapolis (IUPUI) / To access interactive systems, blind and visually impaired users can leverage their auditory senses by using non-speech sounds. The current structure of non-speech sounds, however, is geared toward conveying user interface operations (e.g., opening a file) rather than large theme-based information (e.g., a history passage) and, thus, is ill-suited to signify the complex meanings of primary learning material (e.g., books and websites). In order to address this problem, this dissertation introduces audemes, a new category of non-speech sounds, whose semiotic structure and flexibility open new horizons for facilitating the education of blind and visually impaired students.
An experiment with 21 students from the Indiana School for the Blind and Visually Impaired (ISBVI) supports the hypothesis that audemes increase the retention of theme-based information. By acting as memory catalysts, audemes can play an important role in enhancing the aural interaction and navigation in future sound-based user interfaces. For this dissertation, I designed an Acoustic EDutainment INterface (AEDIN) that integrates audemes as a way by which to vividly anticipate text-to-speech theme-based information and, thus, act as innovative aural covers. The results of two iterative usability evaluations with total of 20 blind and visually impaired participants showed that AEDIN is a highly usable and enjoyable acoustic interface.
Yet, designing well-formed audemes remains an ad hoc process because audeme creators can only rely on their intuition to generate meaningful and memorable sounds. In order to address this problem, this dissertation presents three experiments, each with 10 blind and visually impaired participants. The goal was to examine the optimal combination of audeme attributes, which can be used to facilitate accurate recognitions of audeme meanings. This work led to the creation of seven basic guidelines that can be used to design well-formed audemes. An interactive application tool (ASCOLTA: Advanced Support and Creation-Oriented Library Tool for Audemes) operationalized these guidelines to support individuals without an audio background in designing well-formed audemes. An informal evaluation conducted with three teachers from the ISBVI, supports the hypothesis that ASCOLTA is a useful tool by which to facilitate the integration of audemes into the teaching environment.
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An evaluation of learner-centred teaching as part of curriculum delivery in under-resourced schoolsManqele, Clement Mandlenkosi 04 1900 (has links)
The educational changes introduced by the South African democratic dispensation after 1994 were meant to address the apartheid imbalances. The self-governing regime sought to bring and safeguard quality education for all, and to amend the previous education inequalities among all racial groups. Hence, the new curriculum that was introduced by the National Department of Basic Education was meant to be a drastic departure from the school curricula of the apartheid administration. One critical innovation sought was to replace a teacher-centred curriculum with a learner-centred curriculum.
The emphasis of this study, therefore, was to determine the level to which learner- centred teaching has been adopted by rural and underdeveloped schools. The selection of rural schools was informed by the obvious differences that still persist between the former Model C schools and those that were predominantly black and underdeveloped, particularly in terms of resources and the quality of teachers. Given the fact that the main feature of the Outcomes Based Education (OBE) that was introduced from 1996 is that it is resource-reliant, the main research question of the study was therefore: How do educators in rural and underdeveloped schools cope with a learner-centred teaching as part of the curriculum innovation?
In order to riposte to the study’s main question, the researcher used qualitative research methods to discern data from Physical Sciences teachers, learners and Physical Sciences Heads of Departments (Hods) from the selected schools. In addition, the researcher conducted classroom teaching observations, analysed relevant documents and interviewed some participants to determine their views and experiences on using a learner-centred approach.
The findings of the study revealed many challenges to rural schools in adopting and implementing a learner-centred approach. These include the lack of relevant resources, poor quality of teachers, insufficient and inappropriate teacher-support programmes for teachers as well as the rural environmental challenges. The overall conclusion of the study is that, after two decades since the introduction of a learner-centred approach in South Africa, rural schools have not yet managed to adopt and implement learner-centred pedagogy as an important part of the post-1994 educational innovations.
The researcher finds it ironic that apartheid education was demonized for promoting inequality around racial lines. Sadly, the post-apartheid innovations have yet to address equality among the racial groups and areas of resident. The inability of rural schools to adopt and implement learner-centred approach is depriving black and rural learners of quality learning. They are still subjected to a teacher-centred learning which does not assist them to acquire required skills which can help them to compete with those learners who are attending affluent urban schools. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)
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Aural Mapping of STEM Concepts Using Literature MiningBharadwaj, Venkatesh 06 March 2013 (has links)
Indiana University-Purdue University Indianapolis (IUPUI) / Recent technological applications have made the life of people too much dependent on Science, Technology, Engineering, and Mathematics (STEM) and its applications. Understanding basic level science is a must in order to use and contribute to this technological revolution. Science education in middle and high school levels however depends heavily on visual representations such as models, diagrams, figures, animations and presentations etc. This leaves visually impaired students with very few options to learn science and secure a career in STEM related areas. Recent experiments have shown that small aural clues called Audemes are helpful in understanding and memorization of science concepts among visually impaired students. Audemes are non-verbal sound translations of a science concept. In order to facilitate science concepts as Audemes, for visually impaired students, this thesis presents an automatic system for audeme generation from STEM textbooks. This thesis describes the systematic application of multiple Natural Language Processing tools and techniques, such as dependency parser, POS tagger, Information Retrieval algorithm, Semantic mapping of aural words, machine learning etc., to transform the science concept into a combination of atomic-sounds, thus forming an audeme. We present a rule based classification method for all STEM related concepts. This work also presents a novel way of mapping and extracting most related sounds for the words being used in textbook. Additionally, machine learning methods are used in the system to guarantee the customization of output according to a user's perception. The system being presented is robust, scalable, fully automatic and dynamically adaptable for audeme generation.
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Use of information and communication technology in teaching primary school learners experiencing barriers to learning in Ekurhuleni North district / Ukusetshenziswa kobuchwepheshe bezolwazi nezokuxhumana (ict) ekufundiseni abafundi abasesikoleni sebanga eliphansi abahlangabezana nezihibhe zokufunda endaweni yase-Ekurhuleni North district / U shumiswa ha thekhinolodzhi ya mafhungo na vhudavhidzani kha u funza vhagudiswa vha tshikolo tsha phuraimari u tshenzhela zwithivheli zwa u guda vhubvaduvha ha tshitiriki tsha Ekurhuleni / Ukusetjenziswa kwethekinoloji yezelwazi nezokuthintana ekufundisweni kwabafundi abahlangabezana neenqabo zokufunda esikolweni sebanga eliphasi Ekurhuleni North districtShuro, Vimbai 11 1900 (has links)
Summaries in English, Zulu, Venda and Ndebele / The objective of this study was to investigate the use of Information and Communication Technology (ICT) in the teaching and learning of learners experiencing barriers to learning in ordinary primary school classrooms in Ekurhuleni North district in Gauteng Province. The study sought to establish the role and use of ICT and how it enhances teaching and learning of learners experiencing barriers to learning. Data were collected using in-depth interviews and non-participant observation and this allowed the researcher to ask open-ended questions and also to observe participants using ICT. Six teachers from three primary schools in Ekurhuleni North district were used and purposive sampling was used to select these participants. Thematic content analysis was used to analyse data. The study revealed that ICT increases learners’ motivation and concentration span, helps learners to participate effectively, assists in the grasping of concepts and minimises barriers to learning. The study recommends that teachers should be trained on the use of ICT and it should also be incorporated as an important pedagogical method to facilitate teaching and learning of learners experiencing barriers to learning. / Inhloso yalolu cwaningo ukuphenya ukusetshenziswa kobuchwepheshe bezolwazi
kanye nezokuxhumana (ICT) ohlelweni lokufunda nokufundisa abafundi
abahlangabezana nezihibhe zokufunda emagunjini okufundela sikoleni
esejwayelekile sebanga eliphansi esifundeni sase-Ekurhuleni North district in Gauteng
Province. Ucwaningo lufuna ukuthola indima kanye nokusetshenziswa
kobuchwepheshe be-ICT kanye nokuthi lokhu kuluqinisa kanjani uhlelo lokufunda
nokufundisa kubafundi abahlangabezana nezihibhe zokufunda. Idatha yaqoqwa
ngokusebenzisa izinhlolovo ezijulile kanye nokubukisisa izenzo zabadlalindima,
okuyinto evumele umcwaningi ukuba abuze imibuzo evulekile futhi abukisise nendlela
abadlalindima abasebenzisa ngayo ubuchwepheshe be-ICT. Uhlelo lwesampuli
enenhloso (Purposive sampling) yasetshenziswa ukukhetha othisha
ababengabadlalindima, abayisithupha abaphuma kwizikole ezintathu zamabanga
aphansi esifundeni sase-Ekurhuleni North district. Uhlelo lokuhlaziya indikimba
(Thematic content analysis) lwasetshenziswa ukuhlaziya idatha. Ucwaningo luye
lwaveza ukuthi ubuchwepheshe be-ICT lwengeze ugqozi kanye nokugxila komqondo
wabafundi esifundweni, ukubasiza ukuba bazibandakanye ngempumelelo, basize
ekubambeni ngengqondo amagama futhi banciphise izihibhe zokufunda. Ucwaningo
luncoma ukuthi othisha baqeqeshelwe amakhono okusebenzisa ubuchwepheshe be-ICT, okuyiyona ndlela engathathwa njengesemqoka ohlelweni lokufundisa nokufunda
kwabafundi abahlangabezana nezihibhe zokufunda. / Tshipikwa tsha ngudo iyi ho vha u todisisa u shumiswa ha thekhinolodzhi ya mafhungo na vhudavhidzani (ICT) kha u funza na u gudisa vhagudiswa vhane vha tshenzhela zwithivheli zwa ngudo kha kilasirumu dzo doweleaho dza zwikolo zwa phuraimari ngei vhubvaduvha ha tshitiriki tsha Ekurhuleni Vunduni la Gauteng. Thodisiso yo toda u bveledza mishumo na u shumiswa ha ICT na uri zwo khwinisa hani u guda na u funzwa ha vhagudiswa vhane vha tshenzhela zwithivheli zwa u ngudo. Data yo kuvhanganyiwa nga kha inthaviwu dzo tandavhuwaho, saizwi zwi tshi tendela vhadzheneleli u tandavhudza phindulo dzavho na u sedza hu si na u dzhenelela, u tendela mutodisisi u vhudzisa mbudziso dzine wa ṋetshedza phindulo wo vhofholowa na u sedza vhadzheneleli hu tshi khou shumiswa ICT. Ho shumiswa tsumbonanguludzwa dzo sedzaho kha vhukoni u nanga vhadededzi vha rathi u bva kha zwikolo zwiraru zwa phuraimari Vhubvaduvha ha tshitiriki tsha Ekurhuleni sa vhadzheneleli. Ho shumiswa ngona ine ya fulufhelwa ya u saukanya data. Thodisiso yo wanulusa uri ICT i engedza thuthuwedzo ya vhagudiswa na u futelela, na u vha thusa u dzhenelela nga mafulufulu, u vha thusa kha u fara mitalukanyo na u fhungudza zwithivheli kha u guda. Ngudo yo themendela uri vhadededzi vha gudiswe u shumisa ICT, ine ya nga tanganyiswa sa ngona ya ndeme ya pfunzo u konisa u guda na u funzwa ha vhagudiswa vhane vha tshenzhela zwithivheli zwa u guda. / Umnqopho werhubhululweli kuphenya ukusetjenziswa kwethekinoloji yezelwazi kanye nezokuthintana ekufundiseni nekufundeni kwabafundi abahlangabezana neenqabo ekufundeni esikolweni nje esijayelekileko ngeenkumbeni zesikolo sebanga eliphasi endaweni ye-Ekurhuleni North district esifundeni se-Gauteng Province. Irhubhululo lifuna ukwazi indima ye-ICT kanye nokusetjenziswa kwe-ICT nangendlela ithekinoloji iqinisa ngayo ihlelo lokufunda nokufundisa abafundi abahlangabezana neenqabo zokufunda. Idatha ibuthelelwe ngokusebenzisa iinhlolombono ezidephileko kanye nokuqalisisa izenzo zabadlalindima, okuyinto evumele umrhubhululi ukobana abuze imibuzo evulekileko kanye nokuqalisisa abadlalindima abasebenzisa i-ICT. Ihlelo lesampula eneHloso (Purposive sampling) lisetjenzisiwe ukukhetha abotitjhere abasithandathu, bakhethwa eenkolweni ezintathu zamabanga aphasi esiphandeni se-Ekurhuleni North district njengabadlalindima. Ihlelo lokutsenga uMnyombo (Thematic content analysis) lisetjenzisiwe ukuhlathulula idatha. Irhubhululo liveze ukuthi i-ICT ingezelela ummoya wokukhuthazeka kanye nommoya wokuqalisisa ngokomkhumbulo, kubasiza ukobana badlale indima ngepumelelo, basize ekubambeni amagama begodu baphungule iinqabo zokufunda. Irhubhululo lincoma bona abotitjhere babandulwe ekusebenziseni i-ICT, okulihlelo begodu elifanele lithathwe njengendlela eqakathekileko lokufundisa ukusiza ukufundisa nokufunda kwabafundi abahlangabezana neenqabo zokufunda. / Inclusive Education / M. Ed. (Inclusive Education)
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Factors influencing ICT implementation in inclusive primary schools in Manzini region, Eswatini / Timbangela letinemtselela ekufezekiseni kusetjentiswa kwelwatiso nekuchumana ngetebuchwepheshe etikolweni temabanga laphansi letifundza wonkhe wonkhe letisesigodzini sakaManzini, Eswatini / Dintlha tse di susumetsang tsenyotirisong ya ict kwa dikolong tsa poraemari tse di akaretsang kwa kgaolong ya Manzini, Eswatini / Izimbangela ezinomthelela ekwethulweni kwezobuchwepheshe okubandakanya izikole zamabanga aphansi kusifunda saseManzini, EswatiniSimelane, Thembekile Innocentia 15 December 2020 (has links)
As rapid technological development constantly drives and reshapes the economy, it is vital for
learners and teachers to be highly proficient in the use of Information and Communication
Technology (ICT). The data collected revealed that the barriers to ICT integration can be
viewed as deprivation to both teachers and learners, especially those with diverse disabilities
and learning difficulties. ICT implementation is therefore more than just change driven by
technology. It is an opportunity to assist everyone, including people from all income groups,
policy-makers and leaders to support converging technologies to create a more inclusive and
humane future.
The research was designed as a case study. Face-to-face interviews were conducted, lesson
observations were undertaken and qualitative questionnaires were administered as methods of
data collection. The research population included principals and ICT teachers in the Manzini
Region. The sample was made up of two principals and 13 teachers. The data was transcribed
and presented as raw data and thereafter analysed thematically. The data collected was analysed
qualitatively.
The findings of the study were that the factors influencing ICT implementation in inclusive
primary schools in Eswatini included a lack of skills and knowledge from teachers; the lack of
teaching and learning time allocated to ICT; insufficient teaching and learning materials; a lack
of motivation and an insufficient number of teachers. Other factors included the lack of support
and collaboration from principals and the Government of Eswatini.
In view of the above factors, some recommendations were made, namely, that the Ministry of
Education should reintroduce ICT in all inclusive primary schools. The schools that offer ICT
should consider increasing the time allocated for ICT and enhance Continuous Professional
Development (CPD) for ICT teachers. They should also provide for learners with diverse
disabilities and learning difficulties a variety of teaching materials such as assistive devices to
enhance teaching and learning. / Njengaloku kutfutfuka ngekushesha kwetebuchwephesHe kuchubeka kucondzisa futsi
kwakhA kabusha nemnotfo, kumcoka kutsi bothishela nebafundzi babe nelikhono
leliphakeme lekusebentisa Lwatiso neKuchumana ngeTebuchwepheshe (i-ICT).
Ledatha legcogciwe ivete kutsi tihibe tekuhlanganisa i-ICT tingabukwa njengekuncisha
bothishela nebafundzi, ikakhulu kubafundzi labaphila nekukhubateka
lokwehlukahlukene kanye nebulukhuni ekufundzeni. Kufezekiswa kwekusetjentiswa
kwe-ICT ngako-ke kungetulu kwekutsi nje kuchutjwa ingucuko yetebuchwepheshe,
kodvwa kulitfuba lekusita wonkhe umuntfu, lokufaka ekhatsi bantfu lababuya kuwo
onkhe emacembu etemnotfo, labo lababhala tinchubomgmo nebaholi, kutsi basekele
kuhlanganiswa kwetebuchwepheshe kute kudaleke likusasa lelifaka lonkhe luntfu.
Lolucwaningo luhlelwe njengesifundvolucwaningo lwesehlakalo. Kubanjwe emainthaviyu
buso nebuso, kwentiwa sifundvo sekucaphela kanye nemaphephambuto
elizingasimo njengetindlela tekugcogca idatha. Linanibantfu lalolucwaningo lifaka
ekhatsi bothishelanhloko kanye nabothishela labafundzisa i-ICT eSigodzini sakaManzini
Eswatini. Lesamphuli yakhiwa bothishelanhloko lababili kanye nabothishela laba-13.
Ledatha yabhalwa yetfulwa njengaloko injalo ingakahlutwa kwase kutsi-ke emva
kwaloko yahlatiywa ngekwengcikitsi. Ledatha leyagcogcwa yahlatiywa
ngekwelizingasimo.
Lokutfolwe ngulesifundvolucwaningo kutsi timbangela letinemtselela ekufezekiseni
kusetjentiswa kwe-ICT etikolweni temabanga laphansi letifaka wonkhe wonkhe
Eswayini, kufaka ekhatsi kuswelakala kwemakhono nelwati kubothishela; sikhatsi
sekufundzisa nekufundza lesinganeli lesiphakelwa kufundziswa kwe-ICT; ticukatsilwati
tekufundzisa nekufundza letingakaneli; kubete umdlandla kanye nelinani lelingakaneli
labothishela. Lenye imbangela kungabikhona kwekusekelwa nekuhlanganyela lokuvela
kubothishelanhloko nakuhulumende weleSwatini.
Ngekubuka letimbangela letingenhla, kwentiwe-ke letincomo letilandzelako: Litiko
Letemfundvo kufanele kutsi liphindze letfule i-ICT kuto tonkhe tikolo temabanga
laphansi letifundzisa wonkhe wonkhe, tikolo letifundzisa i-ICT kufanele kutsi tikubheke
kwengetwa kwesikhatsi sekufundzisa i-ICT kanye nekwenta ncono Kutfutfukiswa Ngalokuchubekako Kwebungcweti (i-CPD) kubothishela labafundzisa i-ICT, kantsi futsi
letikolo kufanele tinake nebafundzi labaphila nekukhubateka lokwahlukahlukene
nebulukhuni bekufundza ngekutsi banikwe ticukatsilwati tekufundzisa letahlukahlukene
njengetisetjentiswa tekusita kute kwentiwe ncono kufundzisa nekufundza. / Jaaka lebelo la tlhabololo ya thekenoloji le tswelela go tsamaisa le go bopa ikonomi sešwa, go botlhokwa gore barutwana le barutabana ba nne le bokgoni jo bo kwa godimo mo tirisong ya Thekenoloji ya Tshedimosetso le Tlhaeletsano (ICT). Data e e kokoantsweng e senotse gore dikgoreletsi tsa kgokaganyo ya ICT di ka bonwa e le tlhaelo mo barutabaneng le barutwaneng, bogolo segolo barutwana ba ba nang le bogole jo bo farologaneng le mathata a go ithuta. Ka jalo, tsenyotirisong ya ICT ga se fela diphetogo tse di tsamaisiwang ke thekenolooji; ke tšhono ya go thusa mongwe le mongwe, go akarediwa batho go tswa ka ditlhopheng tsotlhe tsa lotseno, badiradipholisi le baeteledipele, go tshegetsa dithekenoloji tse di kopanang go tlhama isago e e akaretsang e bile e le molemo.
Patlisiso e rulagantswe jaaka thutopatlisiso e e lebelelang kgetsi. Go dirilwe dipotsolotso tsa namana, go nnile le kelotlhoko ya dithuto mme go dirisitswe dipampiripotsoloto tse di lebelelang mabaka jaaka mekgwa ya go kokoanya data. Setlhophasegolo sa patlisiso se akareditse bagokgo le barutabana ba ICT kwa Kgaolong ya Manzini kwa Eswatini. Sampole e ne e dirwa ke bagokgo ba le babedi le barutabana ba le 13. Data e ne ya gatisiwa mme ya tlhagisiwa e le data e e sa fetolwang mme morago ya lokololwa go ya ka meono. Data e e kokoantsweng e lokolotswe go ya ka mabaka.
Diphitlhelelo tsa thutopatlisiso e nnile gore dintlha tse di tlhotlheletsang tsenyotirisong
ya ICT mo dikolong tsa poraemari tse di akaretsang kwa Eswatini di akaretsa tlhaelo ya
bokgoni le kitso mo ntlheng ya barutabana; nako e e sa lekanang ya go ruta le go ithuta
e e rebolelwang ICT; dimatheriale tse di sa lekanang tsa go ruta le go ithuta; tlhaelo ya
thotloetso le palo e e sa lekanang ya barutabana. Ntlha e nngwe e nnile tlhaelo ya
tshegetso le tirisanommogo go tswa mo bagokgong le puso ya Eswatini.
Ka ntlha ya dintlha tse di fa godimo, go dirilwe dikatlenegiso tse di latelang: Lefapha la
Thuto le tshwanetse go itsese sešwa ICT mo dikolong tsotlhe tsa poraemari tse di
akaretsang, dikolo tse di tlamelang ka ICT di tshwanetse go akanya ka go oketsa nako
e e rebolelwang ICT le go tokafatsa Tlhabololo e e Tswelelang pele ya Seporofešenale
(CPD) ya barutabana ba ICT, mme dikolo tseno di tshwanetse gape go akanyetsa
barutwana ba ba nang le bogole jo bo farologaneng le mathata a go ithuta ka go ba
tlamela ka dimatheriale tse di farologaneng tsa go ithuta di tshwana le didiriswa tse di
thusang go tokafatsa go ruta le go ithuta. / Njengoba intuthuko yezobuchwepheshe esheshayo iqhubeka nokugqugquzela
nokwakha kabusha umnotho, kubalulekile ukuthi abafundi nothisha babe nekhono
eliphezulu ekusebenziseni Ulwazi Lwezobuchwepheshe Kwezokuxhumana.
Imininingwane eqoqiwe iveze ukuthi izithiyo ekuhlanganisweni zoLwazi
Lwezobuchwepheshe Kwezokuxhumana zingabhekwa njengokuncishwa amathiba
kothisha nabafundi, ikakhulukazi abafundi abanokukhubazeka okuhlukahlukene
nobunzima bokufunda. Ukuqaliswa koLwazi Lwezobuchwepheshe Kwezokuxhumana
kungaphezu nje koshintsho oluqhutshwa ezobuchwepheshe; kuyithuba lokusiza wonke
umuntu, kufaka phakathi abantu abavela kuyo yonke imikhakha yabaholayo, abenza
izinqubomgomo kanye nabaholi, ukusekela ubuchwepheshe obuhlanganayo ukudala
ikusasa eliyinhlanganisela futhi elinobuntu.
Ucwaningo lwakhiwe njengesifundo esiwucwaningo lwesigameko. Kwenziwa
inhlolokhono noma zingxoxo ubuso nobuso, kwenziwa ukubhekwa kwezifundo futhi
kwenziwa nemibuzo esezingeni elifanele njengezindlela zokuqoqa imininingwane.
Abantu abafakwe ocwaningweni babandakanya othishanhloko kanye nothisha boLwazi
Lwezobuchwepheshe Kwezokuxhumana esifundeni saseManzini eSwatini. Isampula
yayenziwe kothishanhloko ababili nothisha abayi-13. Idatha yabhalwa futhi yethulwa njengedatha engahlungiwe futhi ngemuva kwalokho yahlaziywa ngokulandelana.
Imininingwane eqoqiwe yahlaziywa ngokufanele.
Okutholakele kulolu cwaningo ngukuthi izinto ezinomthelela ekusebenzeni koLwazi
Lwezobuchwepheshe Kwezokuxhumana ezikoleni zamabanga aphansi ezibandakanya
bonke abantu eSwatini zibandakanya ukuntuleka kwamakhono nolwazi kothisha;
isikhathi esinganele sokufundisa nokufunda esabelwe uLwazi Lwezobuchwepheshe
Kwezokuxhumana izinto zokufundisa nokufunda ezinganele; ukungabi nogqozi kanye
nenani elinganele lothisha. Enye yezimbangela ukungabikho kokwesekwa
nokusebenzisana kothishanhloko nohulumeni wase-Eswatini.
Ngenxa yalezi zinto ezingenhla, kwenziwa izincomo ezilandelayo: uMnyango
Wezemfundo kufanele uphinde ufake uLwazi Lwezobuchwepheshe Kwezokuxhumana
kuzo zonke izikole zamabanga aphansi ezibandakanyekayo, izikole ezifundisa uLwazi
Lwezobuchwepheshe Kwezokuxhumana kufanele zicabangele ukukhulisa isikhathi
sokufundisa esabelwe uLwazi Lwezobuchwepheshe Kwezokuxhumana futhi
zithuthukise Ukuthuthukiswa Okuqhubekayo Kwezobuchwepheshe kothisha boLwazi
Lwezobuchwepheshe Kwezokuxhumana, futhi lezi zikole kufanele futhi zihlinzeke
izitshudeni ezinokukhubazeka okuhlukahlukene nobunzima bokufunda ngendlela
yezinhlobonhlobo zezinto zokufundisa ezinjengamathuluzi okusiza ukuthuthukisa
ukufundisa nokufunda. / M. Ed. (Inclusive Education)
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