Studiens syfte var att undersöka vilka faktorer och hänsynstaganden som legat till grund i en byggprocess när en ny konceptförskola planerats i relation till barns utveckling och lärande i den fysiska miljön. Genom en fallstudie har en specifik byggprocess undersökts genom semistrukturerade digitala intervjuer tillsammans med två förskolerektorer, en lokalplanerare, en tillgänglighetssakkunnig samt byggentreprenadens projektledare och två arkitekter som ses som byggprocessens nyckelpersoner. En av konceptförskolornas verksamma förskollärare är också delaktig i studien. Resultatet visar på att byggprocessen tog hänsyn till yttre faktorer som barnanpassad och flexibel interiör och glasdörrar för transparens, neutrala färgkombinationer och en tillgänglig utomhusmiljö för att skapa en fysiskt tillgänglig, trygg och inkluderande konceptförskola för alla barn oavsett ålder eller motoriska förmågor. Specifika platser i konceptförskolan har visat sig fungerar både bra och mindre bra. Resultatet har analyserats tillsammans med en relationell dynamisk systemteori och en ekologisk systemmodell som tillsammans belyser hur den fysiska miljön skapar eller hindrar meningserbjudanden och proximala processer, samt hur de beslut som tas i exosystemet påverkar barnets möjligheter till utveckling och lärande. Slutsatserna är att det är viktigt att i det tidiga förstadiet noga diskutera vem konceptförskolan byggs för, vilka kunskaper beslut grundas på och analysera hur detta kommer att påverka barnet. Att redan tidigt i byggprocessen inkludera konceptförskolans brukares perspektiv kan gynna slutprodukten för att undvika misstag som inte går att förändra i efterhand. Vidare är det viktigt att planlösningen fungerar för att skapa tillgängliga och trygga fysiska miljöer som främjar barns utveckling och lärande men också för att bidra till en bättre arbetsmiljö för pedagogerna. / The purpose of the study was to investigate the factors and considerations that formed the basis of a construction process when a new concept preschool was planned in relation to children's development and learning in the physical environment. Through a case study, a specific construction process has been investigated through semi-structured digital interviews together with two preschool principals, a local planner, an accessibility expert and the construction project manager and two architects who are seen as the construction process's key people. One of the concept preschools' active preschool teachers is also involved in the study. The results show that the construction process took into account external factors such as child-friendly and flexible interiors and glass doors for transparency, neutral color combinations and an accessible outdoor environment to create a physically accessible, safe and inclusive concept preschool for all children regardless of age or motor skills. Specific places in the concept preschool have been shown to work both well and less well. The results have been analyzed together with a relational dynamic systems theory and an ecological systems model that together shed light on how the physical environment creates or hinders meaning offers and proximal processes, and how the decisions made in the exosystem affect the child's opportunities for development and learning. The conclusions are that it is important in the early pre-school to carefully discuss who the concept preschool is built for, what knowledge decisions are based on and analyze how this will affect the child. Including the concept preschool users' perspectives early in the construction process can benefit the end product in order to avoid mistakes that cannot be changed afterwards. Furthermore, it is important that the floor plan works to create accessible and safe physical environments that promote children's development and learning, but also to contribute to a better working environment for educators.

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

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

Behaviour problems are a problem in many secondary schools in Zimbabwe. This study attempts to investigate the causes and manifestations of behaviour problems of adolescent learners and to develop guidelines for teachers on how to assist learners with behaviour problems in the classroom. This is a qualitative study using focus group and semi-structured interviews. The main findings contributing to the causes of behaviour problems among adolescent learners are environmental factors, such as the family and the school and peer pressure. Behaviour problems are manifested by adolescents as disruptive behaviour, aggressive and antisocial behaviour, telling lies and theft. The findings highlight important guidelines, which teachers can use to assist and understand learners with behaviour problems in the classroom. The guidelines present an endeavour to solve problem behaviour in the classroom. / Educational Studies / M.Ed. (Special Needs Education)

Behaviour problems are a problem in many secondary schools in Zimbabwe. This study attempts to investigate the causes and manifestations of behaviour problems of adolescent learners and to develop guidelines for teachers on how to assist learners with behaviour problems in the classroom. This is a qualitative study using focus group and semi-structured interviews. The main findings contributing to the causes of behaviour problems among adolescent learners are environmental factors, such as the family and the school and peer pressure. Behaviour problems are manifested by adolescents as disruptive behaviour, aggressive and antisocial behaviour, telling lies and theft. The findings highlight important guidelines, which teachers can use to assist and understand learners with behaviour problems in the classroom. The guidelines present an endeavour to solve problem behaviour in the classroom. / Educational Studies / M.Ed. (Special Needs Education)