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Inclusive education: a case study of a primary school classroom in a socio-economically disadvantaged environmentElloker, Sakeena January 2004 (has links)
In celebrating 10 years of democracy, South Africa has among other things placed even greater emphasis on human rights. The education of those experiencing barriers to learning, where it has been offered, has historically been separate from general education. The right to inclusive education is currently an international concern and can be viewed as one of the many initiatives that could steer this country into the future. However, other demands also highlighted in this research, make it difficult for ordinary schools to take up the challenge. The primary aim of this research was to investigate current conditions in one typical South African classroom in a disadvantaged area, with reference to inclusion. The study took place at a primary school and attempts to provide a rich description of the school, classroom, educator and learners. The context described is one likely to be familiar to many educators. The study identifies and portrays in detail the range of barriers to learning present in a particular classroom and describes the educator and methods used to accommodate learners. <br />
<br />
The findings indicate that this educator&rsquo / s classroom can to a certain extent be described as an inclusive classroom and some of the strategies used to accommodate learners are in line with inclusive practices. The final discussion raises a number of important issues with respect to barriers to learning, curriculum, educator training and school support. It is hoped that this study will highlight key issues and possible solutions that could facilitate the implementation of inclusion in South Africa.
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The extent to which grade 7 educators in a full-service school apply differentiated instruction to promote inclusive teaching and learningGroeneveld, Wendy 25 July 2016 (has links)
A research report submitted to the Faculty of Humanities, University of the Witwatersrand, in partial fulfillment for the degree of Masters of Education by coursework and research report.
Johannesburg, March 2016 / Educators at full-service schools in South Africa are required by policy, to respond to the diversity of learners in the classroom by means of differentiating the learning environment, teaching methods employed and the manner in which the learners are assessed. Within the South African context, three studies relate specifically to differentiated instruction and multi-level teaching: Nel, Kempen and Ruscheinski (2011); de Jager (2013); Walton, Nel, Muller and Lebeloane (2014). The above research was concerned with using differentiated instruction to modify the curriculum of the ‘Learn Not To Burn’ Programme to make it accessible for learners at a special school, challenges with regard to implementing differentiated learning activities within a high school context and investigating responses of educators at a full-service school in the long term, to training they had undergone in multi-level teaching.
The topic of this study aims to explore and describe Grade 7 Mathematics and English First Additional Language educators’ understanding, knowledge of and ability to apply differentiated instruction in relation to inclusive teaching and learning within a full-service school. The research was conducted at two, full-service schools in Gauteng, over the course of three weeks. There were six participants in total, including three Grade 7 Mathematics and three Grade 7 English educators. A qualitative research methodology was adopted. Data was collected by means of an initial questionnaire, a preliminary interview, classroom observations, document analysis (analysis of lesson plans and assessment tasks) and post-observation interviews.
The patterns which arose from the data analysis were determined by initially summarising the data at an individual level for each participant and then comparing the six participants’ responses with each other in relation to the codes. An analysis of the GPLMS lesson plans indicated that the lesson plans specified core concepts of the curriculum, essential questions relating to the topic were evident, where the topic was divided into specific units to be covered in a particular order. Curricular strategies in relation to content, process and product were stated. However, a key pattern to emerge was that there is an over-reliance on GPLMS lesson plans as opposed to independent planning for differentiation. During classroom observations, the Grade 7 Mathematics and English educators identified big ideas when covering the curriculum, visual supports were evident; the educators varied the format of their instruction and demonstrated sensitivity to the learning needs of individual learners that had been identified during the lessons. While ‘common sense’ inclusive practices were observed, they cannot be described as differentiated instruction per se. The third pattern to emerge was that assessments were not differentiated optimally, as the focus was centred too heavily upon curriculum coverage and ensuring performance on the Annual National Assessment (ANA) exams. Results from this research suggest that at a basic level, some aspects of differentiated instruction are being included in Grade 7 Mathematics and English classrooms in full-service schools in Gauteng. This is not at a sufficient level to facilitate transformation and inclusion. (Key Words: Transformation, inclusion, differentiated instruction, full-service school, GPLMS lesson plans, curricular strategies, assessment tasks).
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Beyond the doors of learning : user fees, school finance and education demand in the new South AfricaNordstrum, Lee Eric January 2011 (has links)
No description available.
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Culture, education and development in South Africa : a general theoretical analysis with emphasis on black educationAbdi, Ali A., 1955- January 1998 (has links)
This historical and conceptual thesis examines the cultural and socio-economic situatedness of education and development in the different epochs of South African history from the arrival of the first European settlers in 1652 up to the present post-apartheid era. The project assumes that cultural domination is utilized for the creation and long-term maintenance of systems of learning that are embedded in colonial and exploitative relationships. These relationships are generally defined by the socio-economic development of the dominant group at the expense of subordinated populations. Moreover, the thesis argues that colonial, and specifically apartheid education in the South African situation were deliberately designed and implemented for the purpose of assuring and perpetuating divergent and at times "opposing" schemes of development for the colonizing Europeans vis-a-vis the colonized populations. As evident from the examination of policy objectives and the resulting economic and social situations, therefore, the development of one group, i.e., the Europeans, was achieved at the relative underdevelopment of the indigenous population and other oppressed groups. With the establishment of these observations, the body of the thesis moves to critically examine the current educational and cultural situations of what is "romantically" being called the new South Africa. The still depressing educational and development character of the post-apartheid situation confirms the immensity of the current and potential social "problematic" that may be capable of derailing the present agreed-upon political enterprise. In conclusion, the thesis critically examines the case for a genuine multicultural development education that assures or, at least demonstrably promises a more just and equitable education for all South Africans. Hence, the project's main assertion that the formulation and implementation of this type of education is essential for the development of the hitherto dis
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An exploration of teaching practices of special needs educators in the context of building an inclusive education system.Naidoo, Primmithi. January 2005 (has links)
In the past learners with disabilities have experienced severe forms of discrimination,
isolation and separation. They were perceived as persons with deficits and in need of
help. They were separated from society as they were considered to be inadequate
people. The discriminative practices against learners with disabilities and the
doctrines of apartheid that contributed to discrimination and separation on racial
differences resulted in learners with disabilities being doubly handicapped. The
discrimination against learners with disabilities is largely the result of adherence to
the medical model and deficit theory to disability.
However, the current trends which support the social rights theory and ecological
systems theory to disability which are consistent with the Constitution and its Bill of
Rights, adopts an inclusive approach and promotes equal rights and equal opportunity
to all people, including learners with disabilities. This commits schools to enrolling
learners with disabilities and providing equal education opportunities for them. To
provide a meaningful educational experience for all learners, education structures
need to be enabled, and attitudes, teaching and learning methodologies, and the
curriculum changed to reflect inclusive values. Furthermore, Education White Paper
6 (DoE, 2001) clearly states that classroom educators are the primary resource for
achieving the goal of inclusive education. This implies that educators will need to be
empowered to change their attitudes, refine their teaching practice and where
necessary, develop new ones. Hence, this study aims to explore the teaching practices
of special needs educators in the context of building an inclusive education system.
A qualitative case study approach was adopted in this study, whereby six participants
who were teaching at special schools were interviewed using a semi-structured
interview schedule, exploring their day to day teaching practices. The findings reveal
that the teaching practices of special needs educators are in line with inclusive
practices that could benefit mainstream educators. Special needs educators adjust and
adapt their teaching practice to accommodate and address the diverse needs of all the
learners so that each individual learner receives a learning experience that "fits".
However, acknowledgement and recommendations are made with regard to the
challenges encountered when adapting teaching practices. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2005.
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An investigation into the socio-economic importance of technical education for South African Indians.Ramjan, Abdul Gaffar. January 1986 (has links)
SUMMARY
The researcher was primarily concerned with the socio-economic
importance of technical education for the South African Indians
in the 1980's. His interest was aroused because of the outlook
of pupils and parents towards technical education in the 1970's
when the system of differentiated education saw the introduction
of Industrial Arts in the school curriculum. Indian
secondary schools were equipped with modern workshops and
supervised by qualified teachers. However, too few pupils
elected to study Industrial Arts subjects then. A preliminary
investigation by the researcher at that stage revealed that
parents were generally not encouraging their sons to pursue
technical subjects at all. The general feeling among Indian
parents was that Industrial Arts subjects were devoid of
intellectual value, that these subjects were inferior and
suitable only for the delinquent, the lazy and the retarded certainly
not for their children. The technikon was frowned
upon as a tertiary institution. In short, parents and pupils
were far too academically orientated and regarded technical
education and vocational training as second rate and inferior.
However, several factors gradually brought a change in the
attitude of the community towards this type of education. The
economic recession, the almost complete lack of job opportunities,
and the difficulty of the student securing a place at
the university, (tightening entrance requirements) meant that
both parents and pupils were re-examining subjects critically.
Presently, greater numbers of pupils are selecting Industrial
Arts subjects. Even the Indian female pupils are now studying
Woodworking and Metalworking. Economically, the technical
subjects can pave the way to many careers.
Socially, the pupil who studies technical subjects, has no fear
of being looked down upon since the outlook of the community
has changed. Parents in the higher income group, for example,
those living in Reservoir Hills, had similar expectations for
their sons as those parents from the lower income group living
in areas such as Phoenix, Chatsworth or Merebank. The status
of the technical subjects had been improved in the eyes of the
community, due mainly to the tight economic situation.
An accelerated and diversified expansion programme has been
embarked upon by the Planning Section of the Department of
Education and Culture (House of Delegates) to accommodate the
rise in pupil numbers in the technical field. Four technical
colleges and a secondary technical school are in operation
presently, with more being planned. The Planners are aware
that the school systern must provide both knowledge and skill
components and they have realised that for too long the system
over-emphasised the knowledge component because the major
purpose of schooling was to direct the pupil towards the
university. Very little attention was given towards satisfying
the needs of industry and commerce. The pupil, as he develops,
must have a basic understanding of the electrical, mechanical
and electronic equipment with which he is surrounded. He
should possess the skill to operate such equipment and carry
out elementary maintenance. This could be achieved with the
introduction of the subject Technika which would be offered in
addition to Industrial Arts subjects.
The researcher trusts that the relevant authorities will
continue with their expansion programme in respect of technical
education and that it/will not be subjected to a reduction in
the budgetting of funds since the future of many pupils depends
on technical education. / Thesis (M.Ed.) - University of Durban-Westville, 1986.
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Inclusive education: a case study of a primary school classroom in a socio-economically disadvantaged environmentElloker, Sakeena January 2004 (has links)
In celebrating 10 years of democracy, South Africa has among other things placed even greater emphasis on human rights. The education of those experiencing barriers to learning, where it has been offered, has historically been separate from general education. The right to inclusive education is currently an international concern and can be viewed as one of the many initiatives that could steer this country into the future. However, other demands also highlighted in this research, make it difficult for ordinary schools to take up the challenge. The primary aim of this research was to investigate current conditions in one typical South African classroom in a disadvantaged area, with reference to inclusion. The study took place at a primary school and attempts to provide a rich description of the school, classroom, educator and learners. The context described is one likely to be familiar to many educators. The study identifies and portrays in detail the range of barriers to learning present in a particular classroom and describes the educator and methods used to accommodate learners. <br />
<br />
The findings indicate that this educator&rsquo / s classroom can to a certain extent be described as an inclusive classroom and some of the strategies used to accommodate learners are in line with inclusive practices. The final discussion raises a number of important issues with respect to barriers to learning, curriculum, educator training and school support. It is hoped that this study will highlight key issues and possible solutions that could facilitate the implementation of inclusion in South Africa.
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A study of children's valuations of their experiences at a resident environmental education field centrePienaar, Gerry January 1993 (has links)
This study explores children's valuations of their experiences at an environmental education field centre in the Eastern Cape, South Africa. Patterns and tendencies in these valuations are described and discussed in relation to theoretical issues, the results of studies in other contexts and contextual factors which may have influenced valuations. The primary aim is to inform programme development at the field centre studied, but findings could also be useful for field centres in general and could contribute to the debate about environmental education at field centres. The open-ended worksheet, a regular programme activity, used as a data source is discussed and recommendations made regarding its potential use in evaluation and research. Examples are described to illustrate ways in which some preliminary findings of the study had been implemented at the field centre. The need for further research at the field centre is stressed.
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'n Ondersoek na die gebruik en ontwikkeling van onderrig- en leermateriaal in multigraadskole in die Wellington LanddrosdistrikAs, Adrienne van January 2009 (has links)
Thesis (Master of Education( Education))-- Cape Peninsula University of Technology, 2009 / Multigrade classrooms face a lot of challenges because of their unique circumstances where
more than one grade is combined in one classroom with one teacher. One of the problems is the
lack of suited teaching and learning materials (TLM) for these classrooms. It includes the lack of
computer-based TLM. Existing TLM that is developed for the use in monograde classroom
cannot be used effectively in multigrade classrooms. TLM can provide a valuable contribution in
these unique teaching and learning processes.
An investigation was needed to determine the condition of die development, selection and use of
TLM in these kind of schools. Only then can the solutions for the problems be investigated.
During the investigation quantitative and qualitative research methods were used. During the
first phase data was collected by a structured questionnaire where after and where of data were
collected through standardized structured open-ended interviews and classroom observations in
phase two and three.
One of the main reasons for the problem is multigrade teacher‟s lack of knowledge and skills in
die development, selection and use of TLM in the teaching and learning process. There is no
criteria and requirements for the development and selection of TLM. Multigrade teachers do no
realize the contribution TLM can provide in the process. The teaching strategies used in the
multigrade classroom are very teacher-centered and it contributes to learners‟ lack of
development in die teaching and learning process. It also contributes to the multigrade teacher‟s
raise in work load and lack of time to do what they must do to ensure quality teaching and
learning.
There is big need for teacher training as well as in-service training of multigrade teachers that
prepare teachers for the different aspects multigrade education. This training must not just
include the development, selection and use of TLM, but also the five areas of multigrade
teaching. Complete criteria and requirements for TLM in multigrade classroom must be
composed by all the role players where after and where of TLM can be developed and selected
effectively
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Dealing with diversity in the classroom : a teacher's perspectiveAlexander, Wayne Don January 2009 (has links)
Thesis (DTech (Education))--Cape Peninsula University of Technology, 2009 / This study explores how fifty primary school teachers in the Cape
Peninsula, South Africa understand the concept diversity and how they
indicate that they manage diversity in their classrooms.
The study locates the discussion on diversity and classroom practice
within the context of socio-political change in South Africa. Classrooms in
South Africa today encompass an array of races, languages, traditions,
belief systems and religions. This reflects a shift from the apartheid past
where leamer populations were more homogenous. With this shift in
leamer demography, teachers face multiple and complex issues that may
challenge many of their educational practices and assumptions.
The key theoretical concepts underpinning this study were those of critical
pedagogy and critical multiculturalism. These concepts were deemed
appropriate because of the location of the study within a framework of
social justice.
Qualitative research was employed in the collection of the data. Teachers'
understanding of diversity and their accounts of how they manage
diversity were explored through questionnaires, interviews and a focus
group discussion.
The study showed that diversity was understood by the teachers in the
study as an all-encompassing concept underscored by notions of social
justice, multiculturalism and leaming styles. The study drew attention to
the interconnectedness of race, socio-economic factors, language,
religion, learning styles and resources as the main issues that teachers
confront in the classrooms. These issues are common across the former
racially-based departments of education; however different social
conditions led to different issues being prioritized by the teachers.
Teachers acknowledged the importance and need to incorporate diversity
issues into their learning areas and daily classroom practice to improve
the life chances of learners. They indicated that, despite policy changes
supporting diversity education, they had not been formally prepared for
their new roles. On the whole, they managed diversity through multiculturalism,
social activities, assimilation and a caring approach.
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