Educational Studies / M. Ed. (History of Education)

Thesis (MTech (Education))--Cape Peninsula University of Technology, 2006 / The study focuses on the identification and development of teaching strategies and the factors that impact on the strategies when supporting learners with learning difficulties in mainstream Foundation Phase classes. The study was carried out by interviewing a focus group of Foundation Phase teachers from public schools in the Cape Metropolitan area. The findings from the focus group discussion was verified and amplified by responses from Heads of Department, Foundation Phase within the same area. The research methodology was that of a two-stepped investigation. Firstly, a focus group discussion was conducted using an open ended question framework with the intent of exploring how mainstream Foundation Phase teachers develop teaching strategies and what factors impact on these strategies when supporting learners with learning difficulties. The data collected was analyzed and a qualitative questionnaire compiled for Heads of Department: Foundation Phase to verify and amplify the data collected during the focus group. The study indicated that past and recent teacher training does not equip teachers with the necessary skills to support learners with learning difficulties in mainstream classes. The study also found that current workload levels inhibited further self study. The research findings contributed to the fund of knowledge with regard to the training of Foundation Phase teachers to support all learners, regardless of the degree of learning difficulty, in mainstream classes in public schools.

D.Phil. / The purpose of this study is to design an RPL strategy for South African technikons which is based on international practices but customised to meet the needs of returningto- learning South Africans. It will open up access to or facilitate advanced standing in formal training for these learners. The strategy is based on: 1. an analysis of international perspectives on the nature of RPL and current international best practice 2. those aspects of the South African and technikon contexts which have a bearing on the customisation of RPL, and 3. responses and recommendations from two groups of RPL users which inform and refine the theory-based RPL strategy. Although the dominant research paradigm is qualitative, the study incorporates an empirical element: a descriptive cross-sectional survey and three focus group interviews held with groups of RPL users. The design for an RPL strategy is built around three specialised activities which must be carried out systematically within an institution: plan, implement and quality assure RPL. Each of these specialised activities comprises a set of functions containing a number of procedures depicting a step by step process to implement and manage an RPL strategy at three levels: at institutional, agency and candidate levels. The unique contribution of this study is that the RPL strategy can be used as a blueprint for implementing RPL and be customised to suit any context.

M.Ed. (Community Education) / In its magazine (Kaleidoscope 1995:23) Mmabana Lehurutshe states that its intention is to help trainees to be independent after completion of their training. What prompted this study is that contrary to Mmabana Lehurutshe's intention, most of their ex-trainees go back to their initial jobs as house keepers, cleaners, tea makers or they are left jobless. The study makes an inquiry into the role of Mmabana in helping its people to convert the acquired productive skills into microentrepreneurial skills so that they can be self-sustaining. An important contribution of the study is that it unveils the hidden needs of the trainees as well as to give insight into the perceptions of the instructors. It also sheds light on what Mmabana Lehurutshe can do to empower its trainees. Section one gives an overview of the study, background of study, aim and purpose of study, importance of study, research strategy and research questions. The conceptual framework is given in section two. Concepts looked into are the community, community education, microentrepreneurial skills for self-employment, the core-plus curriculum for adult learners and curriculum changes in the developing countries of Africa. Section three displays raw data achieved through fieldwork. Data is processed and findings are arrived at. In section four findings are interpreted and recommendations are made.

M.Ed. (Educational Psychology) / In South Africa today, inclusive education, as it relates to the inclusion of a child with a disability in a main steam classroom, is practised increasingly. Effective inclusion requires both collaboration between and mutual support for all the role players involved. The South African Schools Act of 1996 and the Education White Paper 6 of 2001 recognise parents' right to choose an appropriate school for their child in the local community. The White Paper 6 provides the framework for developing an inclusive education and training system and recognises the important role that parents play in developing inclusive schools and practices. Parents can play an important part not only in the success with which their child is included but also in the determination of the social validity of inclusive education in the South African context. It is therefore important to consult with parents as potential partners and to acknowledge their perceptions on inclusive education for their children. This is necessary in order to inform the theory and establishment of inclusive schools and to further enhance parent-school partnerships. Research on inclusive education in South Africa has mainly focused on the attitudes and perceptions of teachers and relatively little research has been done on parents' perceptions of including a child with a disability in a mainstream school. The purpose of this research investigation i.? therefore to contribute to the . knowledge base that could promote parent-school partnerships in an inclusive education system. The inquiry into the perceptions of parents of a child with a disability in a mainstream school demanded the use of a basic interpretive qualitative study. This approach was chosen primarily due to the fact that the study was aimed at gaining an in-depth understanding of parents' perceptions. Eleven 'information rich cases' were purposefully selected for focus group interviews and a semistructured individual interview, and these formed the primary sources of data. Secondary sources of data included participant observation and field notes as well as the use of a document, in the form of a biographical questionnaire.

M.Ed. / Because special Education and therefore also the education of visually impaired children, is an expensive undertaking, it is of great importance that every school for the visually impaired functions as effective as possible. In the light of this urgency, research was therefore done to determine the most effective way to manage a school for visually impaired children under the authority of the Department of Education and Training. Before a model for the management of a school for the visually impaired could be developed, attention was given to the historical development of the education of the visually impaired in the Republic of South Africa. This is followed by focussing on the present situation concerning the education of Black visually disabled children. Attention was given to the areas to be managed at such a school, namely: staff, Pupils, Parents and Community, Curriculum, Buildings and Physical assets and Methods and Procedures. Reference was also made to the present management situation at these schools under the authority of the Department of Education and Training and to the managerial functions to be performed by a principal of a school for visually impaired children. Management by objectives and its value for Educational Management was also considered. Finally, the Biblical-Christian perspective on science, management in general and Educational Management in particular, was also considered. The model for the management of a school for the visually impaired from this perspective was suggested. Because of the lack of space the model could be applied to only one management area, namely, staff. It can however be adapted to also suit the management of the other areas. With this model "in the hand" the Christian principal and the management team of a school for the visually impaired, should be able to manage the staff and other areas of the school (more) effectively. They should be able to transfer meaningful and formative education to the pupils entrusted to them and also experience a sense of deep inner satisfaction, because they know that they are busy with a task God has called them for, doing it in the way He wants it to be done.

M.Ed. (Multicultural Education) / The study focuses on the process-deficit model (within child-approach) and the concept of learning disabilities within the framework of a changing South African educational system. The research questions concentrate on the appropriateness of the model and paradigm In a multicultural educational system. The following questions are researched: Which ct1teria have to be considered In orthodidactlcal Intervention procedures for cultural diverse learners? How can the problems within the field of learnlng difficulties be addressed In a unitary educational system? Primarily the study alms to determine the status of the process-deficit model In a multicultural school. Secondly It attempts to identify the problem areas within the existing system and to find acceptable alternatives. Thirdly, the aim Is to use the identified ct1terta as guidelines In the search for a model for effective orthodidactlcal strategy planning. To comply with the above mentioned requirements, the study consists of a perspective on the history and future prospects of the process-deflclt model and the paradigm of specific leamlng difficulties practical evaluation of the model a search for criteria for appropriate Intervention procedures which may lead to a model for orthodldadlc support In the unique South African circumstances. The research Indicates the failure of both the concept and the category of speclflc leamlng disabilities to comply with the demands of science and practice In the field. As a result of theoretical and scientific shortcomings, the Integrity of the process-deflclt model is questioned to the extent that specific learning disabilities cannot be Justified 81 a category In a multicultural South African educational system. The model which was derived from a sophistlcated monocultural phase In the American educational system of the sixties is not reconcilable with the cultural complexity of South African circumstances. Should the South African conceptualisation of specific learning disabilities continue, the following problems are foreseeable: Since process-deficits can only be proven In a miniscule number of learners, the number of children who qualify for this category is extremely limited. Literally millions of children with learning difficulties are / wilI be excluded from It. Since It Is virtually Impossible to distinguish consistently between Intrinsic and environmental causes of learnlng disabilities, fair assessment of culturally diverse children Is unattainable according to the criteria and the diagnostic procedures of the model. Should the American example be followed, and the criteria expanded, over ldentiflcation of children will be Inevitable. The number of children then entitled to this category, will be overwhelming. The Infrastructure and current mode of Intervention willbe confronted by Impossible demands, as Is already the case. The quest for optimal effectiveness leads to a thorough Investigation of the theory, practice (Including diagnostic and Intervention procedures), provisional measures and structural aspect subjacent to the current orthodidactlc support system. The need for change In all areas Is emphasised. Guidelines as to how these changes may be brought about are discussed and reflected In the tentative model for orthopedagogics-orthodidactlc support In mainstream education submitted by the Interest Group, Orthopedagogics, of the Education AssocIation of South Africa

M.Ed. / The advances in the education of the learners with hearing-impairment in our schools is inhibited by several factors, for example, lack of trained and dedicated teachers, the lack of full time parent commitment and participation. Communication creates another problem due to the lack of Sign language, books and training manuals, and related teaching aids in the classroom. The major problem experienced in schools for learners with hearing-impairment is that teachers are not trained or skilled in teaching learners suffering from hearingimpairment. Reflecting on the lack of trained teachers Storbeck (1997:3) states that teachers of learners with hearing-impairment in South Africa, are not required to have undergone specialised teacher training to thus qualify for teaching learners with hearing-impairment. In the first instance as a result of involvement and participation in the instruction of hearing-impaired learners, also as principal of a school dealing with hearingimpaired and partially hearing-impaired learners, the researcher has come to realise that these learners experience specific problems. Furthermore, the researcher has also gained further appreciation of the teaching practices and teaching cultures that are in existence at schools for the hearing-impaired learners. In the second instance, lack of qualified teachers seems to be an important aspect of the problem. This distinct lack of qualified teachers in this field of learning and instruction has again placed emphasis on the fact that research in this context is essential and absolutely vital. In the third instance, the Government has appealed for improvement of teaching standards and commitment in general, and in this context it is also applicable to the hearing-impaired learners and the schools serving these learners specifically. As educators, we have to create and initiate some form of action to address the problems of the hearing-impaired learner, thus creating a scenario and opportunity for them to develop and become citizens contributing to future progress and achievements. The problem is that the hearing-impaired learner does not succeed at school. The research questions are: (a) "What kind of problems do hearing-impaired learners encounter at school? and (b) what are the guidelines for teachers to adapt when teaching in the classroom of the hearing-impaired learners?" The aims of the study are: to identify the learning problems encountered by the grade 8 and 9 hearingimpaired learners in the classroom; to provide guidelines to teachers to adapt their teaching in the classroom of the hearing impaired learners.

M.Ed. (ICTS in Education) / Please refer to full text to view abstract

Inclusion is about the organizational change within schools to improve the educational system for all learners. It means changes in the curriculum, changes in how teachers teach and how learners learn, as well as changes in how learners with and without special needs interact with and relate to one another. The quality of leadership makes a significant difference to educator participation in accommodating all learners. However, for this we as educators must ensure that we are fully capable of delivering this service irrespective how old we are or what our qualification levels are. It is my objective to understand the role the school management team plays in facilitating the process of changes, as change cannot be forced and the fear of change must be acknowledged and faced. The qualitative research paradigm and more specifically the participatory action research approach, which is, applied research that treats knowledge as a form of power and designates with the line between research and social action particularly assisted me in answering my research question. xiv used to describe school management team members’ understanding and experiences pertaining to inclusive education and why they are procrastinating. After data analysis of the first step was concluded, the research established that the participant educators were not in favour of inclusive education and for that reason perceived it negatively. Educators are not enthusiastic about inclusivity. Step 2 was the action plan of my research study on which the school management team members decided collective as a method to restructure their thinking towards an implementation programme for inclusive education for their school. The researcher also reflected on the limitations inherent to this study and presented guidelines and recommendations for implementing and maintaining inclusive education.