Thesis (MEdPsych)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Assessment in the inclusive classroom poses specific challenges to the educator. Due to the diversity of learners' needs, a need exists for adapted assessment. One standard type of assessment does not adequately satisfy the individual needs which exist due to the influence of various barriers on learners. The pursuit of human rights, democratic principles and the promotion of equality acknowledges that learners' differences need to be taken into consideration, also during the assessment process. The Education White Paper 6 for Inclusive Education (Department of Education, 2001, p.49) states that the principle of inclusion is applicable to the assessment process in: considering special circumstances, the adaptation of assessment tasks, the adaptation of the time allocated for the completion of a task, individual assessment strategies and techniques, and the provision of extended opportunities. This study therefore aimed to understand educators' experiences of adapted assessment in the inclusive classroom and to gain insight into the challenges encountered and the support needed. The researcher worked from an interpretive paradigm. An action research design was used, as action research attempts to actively involve participants in the research process. A qualitative research methodology was followed and included the following: purposive sample selection to identify research participants, open questionnaires, individual and focus group interviews and field notes to generate data, and content analysis to analyze data. Research findings indicate that educators experience the use of adapted assessment positively, because of the space it provides to meet individual needs and address barriers to learning in the inclusive classroom. Furthermore, it became evident that educators need support and guidance to adapt assessment to the individual needs of learners appropriately. / AFRIKAANSE OPSOMMING: Assessering in 'n inklusiewe klaskamer stel bepaalde uitdagings aan die opvoeder. Daar ontstaan 'n behoefte vir die aanpassing van assessering as gevolg van die diversiteit van leerderbehoeftes. Een standaardvorm van assessering voldoen nie aan die individuele behoeftes wat weens die invloed van verskillende hindernisse op leerders bestaan nie. Die strewe na menseregte, demokratiese beginsels en die bevordering van gelykheid is juis gelee binne die erkenning dat die verskille van alle leerders in ag geneem moet word, ook tydens die proses van assessering. Met verwysing na Onderwys-witskrif 6 vir Inklusiewe Onderwys (DoE, 2001, p.49), moet die beginsel van inklusie tydens die assesseringsproses geld: die inagneming van spesiale omstandighede, die aanpassing van assesseringtake, die aanpassing van die tyd wat toegelaat word vir die voltooiing van take, individuele assesseringstrategiee en -tegnieke en die daarstelling van uitgebreide geleenthede. Daarom het hierdie studie gepoog om die opvoeder se ervaring van aangepaste assessering in 'n inklusiewe klaskamer te verstaan en insig te bekom met betrekking tot die uitdagings wat hulle ondervind en die ondersteuning wat hulle benodig. Die navorser het binne 'n interpretivistiese paradigma gewerk. 'n Aksienavorsingsontwerp is gebruik, omdat dit ten doel het om die deelnemers aktief betrokke te maak by die proses van navorsing. 'n Kwalitatiewe navorsingsmetodologie is gebruik en het die volgende ingesluit: doelbewuste seleksie om te bepaal wie die deelnemers was, oop vraelyste, individuele onderhoude, fokusgroeponderhoude en veldnotas om data te genereer, en inhoudsanalise om die data te analiseer. Navorsingsbevindinge dui daarop dat die opvoeders se ervaring van die gebruik van aangepaste assessering positief was, juis omdat dit voldoen aan die individuele behoeftes wat in 'n inklusiewe klas ontstaan. Uit die studie was dit egter duidelik dat opvoeders leiding en ondersteuning benodig om die assessering toepaslik aan te pas by die behoeftes van die individu.

Thesis (MEdPsych)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: South African youth are confronted by a range of challenges on a daily basis which can potentially evolve into serious barriers to learning and development. Life Orientation is a critical subject offered by the Further Education and Training (FET) band as it aims to prevent the development of such problems. Furthermore, the role played by the teacher in successfully and meaningfully presenting Life Orientation is a pivotal one. This study therefore aimed at understanding the support needs of Life Orientation teachers in the FET band in order to gain insight into the challenges experienced and what recommendations can be made to improve support to teachers, and consequently, learners. The theoretical framework on which this study was based was positive psychology as its emphasis on the fostering of positive individual traits, emotions and institutions is an appropriate and constructive way of understanding teachers’ support needs within their school communities. This study’s research methodology can be described as basic qualitative research which is embedded within an interpretive paradigm. Purposive sampling was used to select three schools and their Life Orientation departments as research participants. Three methods of data collection were employed, namely written reflective notes and semistructured focus group- and individual interviews. Furthermore, qualitative content analysis was used to analyse the data. The research findings indicated that Life Orientation teachers in the FET band experience a range of support needs across the various levels within the school community. Teachers experience a tension between the expectations of the Department of Education, the needs of the learners, and their own expectations with regards to the facilitation of a community of care within the Life Orientation classroom. Support therefore needs to be aimed at increasing teachers’ competencies and providing opportunities to collaborate with other teachers to develop positive individual traits and foster positive emotions. Furthermore, school communities need to become aware of their attitudes and perceptions towards the subject so as to initiate processes which can lead to the promotion and development of positive, supportive institutions. A critical step in doing so is to consider policies regarding the appointment of Life Orientation teachers and ensure that qualified, specialist teachers who believe in the value of the subject are employed in these posts. / AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse jeug word daagliks gekonfronteer met ‘n wye spektrum uitdagings wat potensiëel tot ernstige hindernisse vir leer en ontwikkeling kan ontwikkel. Lewensoriëntering is ’n noodsaaklike vak in die Verdere Onderwys en Opleidingsband (VOO) juis omdat dit poog om die ontwikkeling van hierdie hindernisse te verhoed. Die rol van die opvoeder in die suksesvolle en betekenisvolle aanbieding van Lewensoriëntering is deuslaggewend. Daarom poog hierdie studie om die ondersteuningsbehoeftes van Lewensoriënteringopvoeders te verstaan ten einde insig te verkry in die uitdagings wat hulle ondervind. Sodoende kan aanbevelings gemaak word vir die ondersteuning van opvoeders wat dan sal deurvloei na die leerders. Die teoretiese raamwerk van hierdie studie is positiewe sielkunde, aangesien dit die ontwikkeling van positiewe individuele kenmerke, emosies en organisasies beklemtoon. Dit is dus ’n toepaslike en konstruktiewe manier om die ondersteuningsbehoeftes van opvoeders binne hulle skoolgemeenskappe te verstaan. Die navorsingsmetodologie wat in hierdie studie gebruik is, kan beskryf word as basiese kwalitatiewe navorsing binne ’n interpretivistiese paradigma. ’n Doelgerigte steekproef is gebruik om drie skole en hul Lewensoriënteringdepartemente as deelnemers te identifiseer. Drie metodes van data-insameling is gebruik, naamlik geskrewe reflektiewe notas, semigestruktureerde fokusgroeponderhoude en individuele onderhoude. Verder is kwalitatiewe inhoudsanalise gebruik om die data te analiseer. Die navorsingsbevindinge het aangedui dat Lewensoriënteringopvoeders in die VOO band ’n wye verskeidenheid ondersteuningsbehoeftes binne die verskillende vlakke van die skoolgemeenskap ervaar. Opvoeders ervaar spanning tussen die verwagtinge van die Departement van Onderwys, die behoeftes van leerders en hul eie verwagtinge met betrekking tot die fassilitering van ’n omgeegemeenskap in die Lewensoriënteringklaskamer. Ondersteuning behoort dus te poog om die bevoegdhede van die opvoeder te verbeter en geleenthede daar te stel vir die ontwikkeling van positiewe individuele kenmerke en die vestiging van positiewe emosies. Verder behoort skoolgemeenskappe meer bewus te raak van hul persepsies en houdings teenoor die vak ten einde prosesse in plek te kan stel vir die bevordering en ontwikkeling van positiewe organisasies. ’n Kritiese stap in die bereiking hiervan, is die oorweging van beleide met betrekking tot die aanstelling van Lewensoriënteringopvoeders en die versekering dat gekwalifiseerde, gespesialiseerde opvoeders wat in die waarde van die vak glo, in hierdie poste aangestel word.

Thesis (MEdPsych)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: In recent years there has been an expanse in the literature that is drawing attention to selfinjury and research studies indicate that self-injurious behaviour is prevalent in the age group of thirteen to fifteen years. Although it remains unclear, whether the increased focus on self-injury is due to a greater amount of adolescents who engage in self-injury, or whether it is due to more young people identifying themselves as self-injurers, it has now become an integral component of adolescent behaviour that teachers, parents and other significant role players have to be knowledgeable about, as the likelihood that they will encounter self-injury amongst a young adolescent population is on the increase. As research studies in this arena have been mostly of a quantitative nature and have focused predominately on psychiatric populations, there was a gap in the research to contribute to the limited qualitatively generated knowledge base on self-injury. In this study, a narrative inquiry design was used to make sense of the stories of self-injury that the participants told. Four adolescent girls between the ages of fourteen and seventeen years with no history of mental illness and who were not receiving psychiatric or psychological intervention or showed significant levels of anxiety or depressive symptoms, were selected for the study. Two interviews were conducted with each girl using the fish bowl game and the memory box making to explore their stories of self-injury. The findings of this study suggest that cutting behaviour has purpose in the lives of the girls who participated in this study. Apart from having meaning in their lives, cutting behaviour also served to fulfill various functions, depending on the kind of problem and feelings that would be experienced in that moment. These functions ranged from providing relief, to being a form of punishment, to being a temptation, to becoming a comforting habit and a way to feel alive again. / AFRIKAANSE OPSOMMING: Oor die afgelope paar jaar is daar ‘n toename in die literatuur wat handel oor selfbesering en navorsingstudies dui daarop dat die voorkoms van selfbeserende gedrag veral ‘n faktor is in die ouderdomsgroep tussen dertien en vyftien jaar. Dit is egter steeds onbekend of die toenemende fokus op selfbeserende gedrag toegeskryf kan word aan ‘n toename in die voorkoms van selfbesering en of dit eerder toegeskryf kan word aan meer jong mense wat hulself identifiseer as selfbeseerders. Hoe dit ookal sy, selfbesering is tans 'n integrale komponent van adolessente gedrag en om hierdie rede is dit 'n noodsaaklikheid dat onderwysers, ouers en ander belanghebbende rolspelers kennis moet dra daaroor omdat die waarskynlikheid dat hulle sulke gedrag sal teëkom, onder 'n jong adolessente populasie, aan die toeneem is. Aangesien navorsingstudies binne hierdie veld hoofsaaklik kwantitatief van aard is, is daar 'n leemte m.b.t. navorsing wat kan bydra tot die klein hoeveelheid kwalitatiewe studies wat wel al gedoen is. In hierdie studie, is 'n narratieweondersoekontwerp gekies omdat die studie wou sin maak van die stories van selfbesering wat die deelnemers vertel het. Vier adolessente meisies tussen die ouderdom van veertien en sewentien jaar het aan die studie deelgeneem wat geen geskiedenis van geestessiekte gehad het nie en ook nie ten tyde van die ondersoek psigiatriese of sielkundige intervensie ontvang het nie. Die deelnemers moes verder ook geen betekenisvolle hoë vlakke van angs of depressie getoon het nie. Twee onderhoude is met elke deelnemer gevoer waartydens die Visbak speletjie (Fish Bowl game) en 'n Herrinneringdosie (Memory Box) gebruik is om die meisies se stories van selfbesering te ontgin. Die bevindinge van hierdie studie stel voor dat snygedrag 'n besliste funksie in die lewens van die deelnemers gehad het. Buiten die feit dat snygedrag vir hulle betekenisvol was, het snygedrag ook verskeie funksies vervul wat hoofsaaklik afgehang het van die tipe probleem en die emosies wat daarmee gepaard gegaan het. Snyfunksies het gewissel van 'n manier om verligting te kry, 'n manier om die self te straf, 'n vertroostende gewoonte en 'n manier om weer iets te kan voel.

Thesis (MEd(Psych))-- Stellenbosch University, 2013. / ENGLISH ABSTRACT: Gifted children represent an important component of a nation's intellectual capital, with the resources to find innovative solutions to scientific and social challenges. Since the advent of democracy in South Africa in 1994, limited attention has been paid to gifted education as a research focus. To ensure quality education for all learners, current educational policy supports inclusive education. However, there is a gap between the policies which have been developed and their implementation at grassroots level in the school and classroom. In particular, several recent South African studies on gifted education suggest that gifted learners are at the end of the queue for educational provision. In this qualitative and collective instrumental case study, framed within an interpretive paradigm, I set out to explore the lived experiences of academically gifted Grade 11 learners. I wanted to gain an insight into how it felt to be gifted, and how their experiences played out in the various systems in their respective contexts. A further aim was to assess their specific academic support needs, in order to make a contribution to designing quality education for this particular group. The expression of giftedness is viewed as dependent on the interactions of the child with his or her environment, so Bronfenbrenner's bio-ecological model was taken as the theoretical framework for the study. I chose a descriptive multiple case study design, using purposive sampling to select six participants, three from each of two schools in sharply contrasting socio-economic backgrounds in a large rural town. I used three methods of data collection, semi-structured individual interviews, a semi-structured focus group interview, and collages. Qualitative content analysis was used for both phases of data analysis, within-case analysis and cross-case analysis. The findings showed that gifted learners from both affluent and disadvantaged backgrounds faced similar challenges in developing their potential. They often felt neglected and academically under-stimulated. They identified specific deficiencies in both their schools and communities which needed to be addressed to ensure optimal learning opportunities. Despite the similarity of their experiences, the learners from the school in the disadvantaged community had to combat greater challenges than those from an affluent background. / AFRIKAANSE OPSOMMING: Begaafde kinders verteenwoordig 'n baie belankrike komponent van 'n nasie se intellektuele kapitaal. Hulle beskik oor innerlike bronne om innoverende oplossings vir wetenskaplike asook sosiale uitdagings te bied. Vanaf die aanvang van demokrasie in 1994 in Suid-Afrika, is beperkte aandag aan begaafdekindonderwys as navorsingsfokus gegee. Die huidige onderwysbeleid ondersteun inklusiewe onderwys om sodoende kwaliteit onderrig aan alle leerders te verseker. Daar blyk egter 'n gaping te wees tussen beleidsontwikkeling en die inplementering daarvan op grondvlak, in skole en klaskamers. Verskeie onlangse Suid-Afrikaanse studies oor begaafdekindonderwys dui in die besonder daarop dat begaafde leerders agter in die ry staan as dit kom by voldoende onderwysvoorsiening. In hierdie kwalitatiewe, kollektiewe en instrumentele gevallestudie, ingebed binne die raamwerk van 'n interpretatiewe paradigma, het ek my beywer om die beleefde ervaringe van akademies begaafde Graad 11 leerders te ondersoek. Ek wou insig bekom oor hoe hulle, hulle eie begaafdheid ervaar, asook hoe dit uitspeel in die verskillende sisteme binne hulle onderskeie kontekste. 'n Verdere doelwit van hierdie studie was ook om spesifiek hulle akademiese ondersteuningsbehoeftes te evalueer ten einde sodoende 'n bydrae te lewer ten opsigte van die ontwerp van kwaliteit onderrig vir hierdie spesifieke groep. Die interaksies tussen die kind en sy of haar omgewing speel 'n belangrike rol in die uitdrukking van begaafdheid. Om hierdie rede is Bronfenbrenner se bio-ekologiese model as teoretiese raamwerk vir hierdie studie aangewend. Ek het 'n beskrywende, veelvuldige gevallestudie-ontwerp gekies en doelmatigheid-steekproefneming aangewend om die ses deelnemers, drie van twee skole in sterk kontrasterende sosio-ekonomiese agtergronde in 'n groot plattelandse dorp, te selekteer. Ek het drie metodes, naamlik semi-gestruktureerde individuele onderhoude, 'n semi-gestruktureerde fokusgroep-onderhoud asook collages, ingespan om data in te samel. Kwalitatiewe inhoudsanalise is gebruik vir beide data-analisefases, naamlik binne-geval-analise en kruis-geval-analise. Die bevindinge het getoon dat begaafde leerders van beide welvarende en benadeelde agtergronde soortgelyke uitdagings ten opsigte van die ontwikkeling van hul potensiaal in die gesig staar. Hulle het dikwels verwaarloos en akademies onder-gestimuleer, gevoel. Hulle het spesifieke leemtes in beide hulle skole en gemeenskappe geïdentifiseer wat aangespreek moet word om optimale leergeleenthede te verseker. Ten spyte van die ooreenkomste in hul ervarings, moes die leerders van die skool in die agtergeblewe gemeenskap groter uitdagings die hoof bied as die leerders van die meer gegoede agtergrond.

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Even though dyspraxia is a fairly new and unknown disorder, especially in South Africa, a fair amount of research has been conducted on what this condition entails, its causes and symptoms, as well as the resources available to deal with children with dyspraxia. However, research on the emotions, frustrations and concerns of the parents of children with dyspraxia is not as readily available. Bronfenbrenner’s bio-ecological perspective was used as it identifies the family’s diferrent systems where-in it functions. This can possibly identify and bring to attention the existing support systems within the family’s community. The research methodology of this study is qualitative research within the interpretive paradigm. The researcher made use of two case studies as this research explored a specific phenomenon. Through purposive sampling, four parents of children with dyspraxia was identified as participants. The research question guiding this study explores the personal experiences of the parents regarding their children’s dyspraxia. Individual semi-structured interviews and reflective journals were used as methods of data collection. According to existing literature, parents of children with disorders experience their children’s disorders on an emotional, physical as well as social level. The data analysis have shown that parents of children with dyspraxia also experience their children’s condition on these three levels. From this study, it was concluded that parents’ knowledge of dyspraxia, their living environment, the measure of support and resources available, as well as the number of children in the family are all factors that influence their experiences across the three aforementioned levels. The research provides insight into the parents’ experiences and the importance of adequate support for parents, and should promote general awareness and acknowledgement of dyspraxia as a significant barrier in a child’s development. / AFRIKAANSE OPSOMMING: Alhoewel dispraksie veral in Suid-Afrika nog ’n betreklik nuwe en onbekende versteuring is, is daar al heelwat navorsing gedoen oor wat dié toestand behels, hoe dit ontstaan, met watter simptome dit gepaardgaan, en die beskikbare hulpbronne om ʼn kind met dispraksie te hanteer. Tog is navorsing oor die emosies, frustrasies en bekommernisse van die ouers van kinders met dispraksie nie ewe geredelik beskikbaar nie. Bronfenbrenner se bio-ekologiese teorie is gebruik, omdat dit die gesin se verskeie sisteme identifiseer waarbinne hulle funksioneer. Sodoende kan moontlike ondersteuning in die gesin se gemeenskap geïdentifiseer en bewerkstellig word. Die navorsingsmetodologie van hierdie studie is kwalitatiewe navorsing binne ʼn interpretatiewe paradigma. ʼn Spesifieke fenomeen is ondersoek en die navorser het gebruik gemaak van twee gevallestudies. Die deelnemers, soos geïdentifiseer deur ʼn doelgerigte steekproef, is vier ouers van kinders met dispraksie. Die navorsingsvraag wat hierdie studie lei handel oor die ouers se ervarings en persoonlike belewings rakende hul kinders se dispraksie. Individuele, semi-gestruktureerde onderhoude, sowel as reflektiewe joernale, is as metodes van data-insameling gebruik. Volgens bestaande literatuur beleef ouers van ʼn kind met ʼn versteuring hul kinders se toestand op ʼn emosionele, fisiese én sosiale vlak. Die data analise het gedui dat ook ouers van kinders met dispraksie hul kinders se toestand op hierdie drie vlakke ervaar. Die studie het ook daarop gedui dat ouers se kennis van dispraksie, die omgewing waar hulle woon, die mate van ondersteuning en hulpbronne waaroor hulle beskik, sowel as die getal kinders in die gesin, alles faktore is wat hul ervarings op voormelde drie vlakke beïnvloed. Die navorsing bied insig in die ouers se ervarings en die noodsaaklikheid van genoegsame ondersteuning vir ouers, en behoort algemene bewustheid en erkenning van dispraksie as ʼn hindernis vir ʼn kind se ontwikkeling te bevorder.

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.

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The exclusion of girls who fall pregnant while attending school has long been a contentious issue in the literature as it normally ends their schooling. Namibian school-going girls who become pregnant while attending school are no longer excluded from continuing with their education, as new policies in education prevent such exclusion. This qualitative research explores teachers’ experiences of and support practices for school-going teenage mothers in Namibian secondary schools, given this policy context of inclusion. The study was framed within Bronfenbrenners’ bio-ecological system theory focusing on teachers’ interactions with teenage mothers. Eight participants were selected purposively from two secondary schools in the Oshikoto region, Namibia, provided that they were secondary-school teachers and had taught teenage mothers in the past three years. Data were collected in the form of semi-structured focus groups, follow-up individual interviews and field notes. Each focus group was represented by four teachers from the same school, two males and two females. Qualitative content analysis was used as a method of data analysis. The themes that emerged included the following: teachers’ responses to the inclusion of teenage mothers in schools, unpacking teachers’ perceptions on the policy of inclusion of teenage mothers, and support practices. The results revealed that there was a lack of resources and teachers’ felt burdened, not only in the classroom but generally in the school. Teachers, nevertheless, did have empathy for mothers as learners. They also felt both satisfied and dissatisfied, often blaming the inclusion policy for their difficulties in managing classroom dilemmas when teenage mothers were present. They displayed conditional caring and raised concerns about gender and care, as well as expressing a need for comprehensive information. The key finding was that teachers made a distinction between pregnant and parenting learners when thinking of support. The physical appearance of a pregnant learner played a role. Therefore teachers cared for a pregnant learner because they feared that something might happen to the pregnant learner while in their care in the classroom. This resulted in teachers seemingly providing “strategic caring” based on the condition of the pregnant learner. From the findings, it is recommended that pre-service and in-service training of teachers should pay attention to the practise of inclusion of teenage mothers in schools. / AFRIKAANSE OPSOMMING: Die uitsluiting van meisies wat tydens hul skoolloopbaan swanger word, is lank reeds in die literatuur ʼn netelige saak aangesien dit gewoonlik die einde van hul skoolloopbaan beteken. Namibiese skoolmeisies wat swanger word terwyl hulle nog skool bywoon, word nie meer verbied om hul skoolloopbaan voort te sit nie aangesien nuwe onderwysbeleide sodanige uitsluiting voorkom. Hierdie kwalitatiewe navorsing ondersoek onderwysers se ervaring van en die ondersteuningspraktyke vir skoolgaande tienermoeders in sekondêre skole in Namibië gesien uit die hoek van ʼn beleid van inklusie. Die studie val binne die raamwerk van Bronfenbrenner se bio-ekologiese sistemiese teorie en fokus op onderwysers se interaksie met tienermoeders. Agt deelnemers is deur middel van doelgerigte steekproefneming uit twee sekondêre skole in die Oshikoto-gebied in Namibië gekies met die voorbehoud dat hulle aan ʼn sekondêre skool onderwys gegee het en in die voorafgaande drie jaar tienermoeders onderrig het. Data oor onderwysers se ervarings is versamel deur middel van semi-gestruktureerde fokusgroepe, opgevolg deur individuele onderhoude en veldnotas. Elke fokusgroep is verteenwoordig deur vier onderwysers van dieselfde skool waarvan twee manlik en twee vroulik was. Kwalitatiewe inhoudsanalise is gebruik as metode om data te analiseer. Die temas wat te voorskyn gekom het, sluit in: onderwysers se reaksie ten opsigte van die insluiting van tienermoeders in skole, hul opvattings oor die beleid van inklusiwiteit van tienermoeders asook ondersteuningspraktyke. Die resultate het openbaar dat daar ʼn tekort aan hulpmiddels was, dat onderwysers gevoel het dat ʼn las op hulle geplaas is, nie net in die klaskamer nie, maar ook in die algemene skoolopset en ook dat onderwysers empatie getoon het teenoor leerders wat moeders was. Hulle het terselfdertyd tevrede en ontevrede gevoel en het dikwels die inklusiwiteitsbeleid blameer vir die probleme wat hulle ondervind het om dilemmas in die klaskamer te hanteer waar tienermoeders teenwoordig was. Hulle het voorwaardelike sorg aan die dag gelê, besorgdheid oor geslag en versorging uitgespreek en het ʼn behoefte aan omvattende inligting gehad. Die belangrikste bevinding was dat onderwyses ʼn onderskeid getref het tussen swanger leerders en leerders wat reeds ouers was wanneer ondersteuning ter sprake gekom het. Die fisieke voorkoms van ʼn swanger leerder het ʼn invloed gehad. Daarom het bevindings veronderstel dat onderwysers besorgd was oor ʼn swanger leerder wat in hul klaskamer was omdat hulle bang was dat iets met die swanger leerder kon gebeur terwyl sy in hul sorg in die klaskamer was. Dit het tot gevolg gehad dat onderwysers selfgerigte of strategiese sorg verleen het op grond van die toestand van die leerder. Na aanleiding van die bevindings word aanbeveel dat voordiens- en indiensopleiding van onderwysers aandag moet skenk aan die praktyk van inklusiwiteit van tienermoeders in skole.

Thesis (MEdPsych)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: High-risk behaviour among adolescents places heavy burdens on the public health, social welfare and criminal justice systems of many countries. Today, Equine-Assisted Learning (EAL) is increasingly used as an adjunct and experiential intervention programme to support the learning and personal development of adolescents at risk. It combines counselling and educational programmes with interactive activities involving horses (Thomas, 2009). The aim of this investigation was to conceptualize the experiences of these at-risk adolescents in residential care (AIRC), since gaps exist in both international and national research pertaining to studies which focus on exploring adolescents' experiences of taking part in EAL programmes (Holder, 2011). An interactive, qualitative and multiple case study design was employed in this study. The research was conducted at a Western Cape residential care facility with five adolescents between the ages of 12 and 18, after they had completed a three-week EAL programme. The programme comprised five sessions of one hour each. Data was collected through a projective technique (collage), semi-structured individual interviews, and a focus group interview. The research findings suggested that the at-risk adolescents experienced this Equine-Assisted Learning programme as positive and that it contributed to strengthening their relationships, enhancing attachment, self-esteem, empathy, communication, social competence, and a sense of mastery, as well as opening up future possibilities for them. As a relatively new field of study in South Africa, Equine-Assisted Learning can make a significant contribution to fostering the learning and development of adolescents in residential care. / AFRIKAANSE OPSOMMING: Die hoë-risiko gedrag van adolessente plaas 'n swaar las op lande se openbare gesondheid, maatskaplike welsyn- en kriminele regstelsels en sodoende word 'Equine Assisted Learning' (EAL) toenemend gebruik as 'n aanvullende en ervarings-intervensieprogram om die leer en persoonlike ontwikkeling van adolessente in nood te ondersteun. In EAL, word berading en opvoedkundige programme met interaktiewe aktiwiteite wat perde betrek, gekombineer (Thomas, 2009). Die doel van die studie was om hoë-risiko adolessente in residensiële sorg se ervarings van 'n EAL intervensieprogram te konseptualiseer, aangesien daar op beide internasionale en nasionale vlak 'n gebrek aan navorsing is wat fokus op die verkenning van adolessente se ervaring van deelname aan EAL programme (Holder, 2011). 'n Interaktiewe, kwalitatiewe en veelvuldige gevallestudie ontwerp is in hierdie studie ontplooi. Die navorsing is uitgevoer in 'n Wes-Kaapse residensiële sorg fasiliteit met die hulp van vyf adolessente tussen die ouderdomme van 12 en 18, nadat hulle drie weke lank aan 'n EAL program deelgeneem het. Die program het bestaan uit vyf sessies wat elk een uur geduur het. Data is ingesamel deur gebruik te maak van projektiewe tegniek (collage), semi-gestruktureerde individuele onderhoude asook 'n fokusgroep-onderhoud. Navorsingbevindings het voorgestel dat adolessente wat risiko beloop, die EAL program as positief ervaar. Dit blyk ook dat dit bygedra het tot die bevordering van sekere aspekte soos verhoudings, hegting, selfbeeld, empatie, kommunikasie, sosiale bevoegdheid, 'n gevoel van bemeestering en die daarstel van toekomstige moontlikhede. 'Equine Assisted Learning' is 'n relatiewe nuwe studieveld in die Suid-Afrikaanse konteks, en kan daarom betekenisvol bydra tot die bevordering van leer en ontwikkeling van adolessente in residensiële sorg.

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Teacher-learner classroom interactions are beautiful yet intricate. This phenomenon forms part of the lifespan of most individuals and occurs every day in classrooms worldwide. As a beginner teacher I have personally experienced a vast array of classroom interactions which at times have left me speechless, upset or confused. However this particular study enabled me to view interaction from a different angle, as I had the privilege of observing interaction from an outside(r) perspective. In this study the aim is thus to provide its reader with greater insight and understanding of the nature of teacher-learner classroom interactions. It also sheds light on the core constituents of teacher-learner interactions and how these influence teaching and learning processes and eventually the teacher-learner relationship. Three main concepts that emerged from the onset of the study are pedagogy, power and affect which not only strongly emanated from the literature but eventually also from the research findings. A qualitative study was undertaken by means of a collective case study research design. Observation was conducted in two grade nine classrooms at two different schools. In both cases findings in eight categories emerged, namely power, teacher behaviour, pedagogy, teacher affect, communication, learner behaviour, human qualities and characteristics and relational aspects. The findings suggest that teachers develop Emotional Intelligence strategies not only to enhance relationship building or teacher-learner interactions but also to maintain a certain level of emotional well-being. Teachers should also aim to incorporate a critical pedagogy approach and learner empowerment in their teaching practice to prepare the contemporary adolescent for a rapidly changing modern society. / AFRIKAANSE OPSOMMING: Onderwyser-leerder interaksie is besonders maar kompleks. Die fenomeen vorm deel van die lewensduur van meeste individue en speel homself daagliks uit in klaskamers wêreldwyd. As ‘n beginner onderwyseres het ek eerstehandse ervaring van klaskamer interaksie. By tye, het interaksies met leerders my al sprakeloos, verward en ontsteld gelaat. Hierdie studie het my egter in staat gestel om interaksie vanuit ‘n ander oogpunt te beskou. Ek was bevoorreg genoeg om onderwyser-leerder klaskamer interaksie vanuit die perspektief van ‘n buitestaander te aanskou. Hierdie studie poog om die leser se kennis en begrip aangaande die aard van onderwyser-leerder klaskamer interaksie uit te brei. Dit werp ook lig op kern aspekte van dié interaksie en hoe dit onder meer onderrig- en leerprosesse, sowel as die onderwyser-leerder verhouding beïnvloed. Drie vername konsepte wat vanuit die literatuur spruit sluit in: pedagogie, mag en die affektiewe wat ook uiteindelik sterk na vore in die bevindinge kom. ‘n Kwalitatiewe studie is onderneem aan die hand van ‘n gesamentlike gevallestudie. Waarnemings is gemaak in twee graad nege klasse by twee verskillende skole. In albei gevalle het die data bevinindings in agt kategorieë gelewer, naamlik: mag, onderwyser gedrag, pedagogie, onderwyser affek, kommunikasie, leerder gedrag, menslike karaktereienskappe en verhoudings-aspekte. Vanuit die bevindinge word voorgestel dat onderwysers Emosionele Intelligensie strategieë ontwikkel. Hierdie strategieë kan onder meer bydra tot ‘n beter verhouding tussen onderwysers en leerders en onderwysers baat ten opsigte van hul persoonlike emosionele welstand. Daarbenewens, kan onderwysers hulself wend tot ‘n kritiese pedagogiese onderrigbenadering asook die bemagtiging van hul leerders om uiteindelik die kontemporêre adolessent vir die moderne samelewing voor te berei.

Thesis (MEdPsych)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Technical and Vocational Education and Training (TVET) Colleges (Formerly Further Education and Training [FET] Colleges) in South Africa have undergone many changes since 1994. The sector has been reformed with much policy change. There are currently 50 multi-campus sites spread across South Africa. Government has realized the plight of many jobless youth. The lack of trained workers with certain scarce skills has therefore come to light in the world of work. TVET Colleges have the potential to answer this need. In 2007, a new curriculum, National Certificate (Vocational) [NC(V)] was rolled out to replace the National Assembly Training and Education Department or NATED (N1-6) qualifications. This new curriculum was described as an equivalent to Grades 10 to 12, with students generally being between the ages of 16 and 18. Most of the students enrolled for these courses hold bursaries. Of concern for this study is the low throughput rate of roughly 40% of this age group per year, since roll-out in 2007. In this generic qualitative research study framed with a constructivist paradigm, I set out to explore the student support officers’ perceptions of providing support to these NC(V) students that did not pass their courses. I made use of semi-structured individual and telephonic interviews to gather data and the respondents were selected based on their role within the college. I developed thematic networks to organize the data before analyzing it into themes. Bronfenbrenner’s bio-ecological framework served as the theoretical framework underlying my research. Findings showed that the roles of the student supporters were not clearly defined. This lead to many challenges within the performance of their roles. Student supporters thus seemed to be in constant battle to support the students. In addition, working with adolescent students in the TVET College sector also presented unique challenges, since they are a new cohort of students entering the colleges. The student supporters shared recommendations that could be considered for the development of their roles within the college sector. / AFRIKAANSE OPSOMMING: Tegniese- en Beroepsonderwys- en- Opleidingskolleges (TVET Colleges) in Suid-Afrika het vanaf 1994 baie veranderinge ondergaan. Daar is beleide in plek gestel wat hierdie sektor herskep het (tot onlangs bekend as verdere Onderwys en Opleiding). Daar is huidiglik 50 TVET Kolleges regoor Suid-Afrika. Die regering het besef dat daar baie jongmense sonder werk is. Dit het aan die lig gekom dat daar ’n tekort aan opgeleide mense met sekere vaardighede is. Die TVET Kolleges is geïdentifiseer as die plek waar hierdie opleiding aangebied kan word. In 2007 is ’n nuwe kurrikulum by TVET Kolleges bekend gestel. Die doel was dat dit die ou NATED (N1-6) kursusse vervang en dat dit vir jonger studente opgestel is. Hierdie kurrikulum is die NCV (Nasionale beroepsgerigte Sertifikaat) genoem. Die studente is dan tipies besig om hul Graad10-12 by die Kollege te voltooi en is tussen die ouderdomme van 16-18. Die meeste studeer met ’n beurs. As daar nou teruggekyk word na die slaagsyfer van hierdie NVC kurrikulum vanaf 2007, is die gemiddeld 40%. Dit is iets waaroor die media gereeld rapporteer. In hierdie generiese kwalitatiewe navorsingstudie met ’n konstruktivistiese paradigma, het ek besluit om ondersoek in te stel oor die persepsies van die studenteondersteuners oor hul rol as ondersteuners vir hierdie groep jonger NCV studente wat sukkel om te slaag. Ek wou verstaan wat studentondersteuning binne die TVET Kolleges beteken. Ek het gebruik gemaak van semi-gestruktureerde onderhoude met persone binne die rol van studenteondersteuners. Die resultate is volgens temas geanaliseer en georganiseer. Bronfenbrenner se bio-ekologiese raamwerk het gedien as die teoretiese raamwerk wat die navorsing rugsteun. Die resultate het aan die lig gebring dat die studenteondersteuners se rolle nie duidelik omskryf was nie en dat hulle konstant moet baklei om die student te kan ondersteun. Die nuwe adolessente wat nou deel uitmaak van die studentestelsel het ook unieke uitdagings, aangesien hulle ’n nuwe ouderdomsgroep is wat nou ondersteun moet word. Die resultate gee ook aanbevelings weer wat deur die studenteondersteuners gemaak is ten opsigte van die uitvoer van hul rol binne hul spesifieke TVET Kollege konteks.