Section 29(1) of the Constitution of the Republic of South Africa, 1996 states that everyone has the right to basic education. ―Everyone‖ includes disabled learners. The purpose of this study is to determine to what extent the state complies with its constitutional and international obligations to realise disabled learners‘ right to basic education. To reach the purpose firstly it has to be ascertained which legislation apply to disabled learners (whether direct or indirect) and how this legislation define disability (Chapter 2). Secondly the relevant constitutional sections have to be investigated. Sections 9, 28, 29 and 36 of the Constitution will be examined in particular. The purpose of the investigation of the constitutional sections is to determine what basic education entails and if there is a uniform definition thereof. Paired with the right to education, the meaning of inclusive education has to be determined and to what extent the state realises this (Chapter 3). A further purpose with the investigation of the constitutional provisions is to determine whether there is an infringement of disabled learners‘ right to equality and whether the possible infringements of the right to education and equality can be justified by the state (Chapter 4). Thirdly, the state‘s international obligations with regard to disabled learners‘ right to education and equality has to be investigated (Chapter 5) before reaching a conclusion as to what extent the state complies with its constitutional and international obligations to realize disabled children‘s right to basic education (Chapter 6). Disabled children‘s need for basic education has led to the research question. quality, process quality, manufacturing process flow, principles of quality, factor analysis, multiple regression. / Thesis (LLM)--North-West University, Potchefstroom Campus, 2013.

Afrikaans text, with Afrikaans and English summaries / Despite legislation to the effect intended to ensure the position of the disabled in society, disabled persons still find themselves largely marginalized in the South African context. During this research a group of about twenty participants, of whom about one-half are disabled, were involved in an inclusive process of art-making. The aim of the research was to challenge the dominant discourse which holds that making art is only for the select, talented few. This research was undertaken according to the scientific guidelines of practical theology. Contextual theology was used as a starting point, with emphasis on the participatory- and narrative approaches. The characteristics of pastoral care created an atmosphere which was conducive to the disabled participants discovering and developing hope for a more rewarding future. The research culminated in an exhibition in a national museum, which could contribute to an additional dimension in the narrative of the disabled participants. / Ten spyte van wetgewing om die inklusiewe posisie van die gestremde in die samelewing te verseker, is gestremdes in die Suid Afrikaanse konteks nog grootliks gemarginaliseerd. Vanuit hierdie gemarginaliseerde posisie vind gestremdes dit moeilik en dikwels onmoontlik om hul unieke potensiaal te ontwikkel om sodoende 'n beter lewenskwaliteit lewe te vestig. 'n Groep van ongeveer twintig deelnemers, waarvan die helfte gestremd is, is tydens hierdie navorsing in 'n inklusiewe konteks van kunsmaak betrek. Die doel van die navorsing is om diskoerse uit te daag wat bepaal dat kunsmaak net vir unieke, talentvolle mense beskore was. Teen die agtergrond van 'n postmoderne epistemologie kon gestremdes sonder vooraf opgestelde reels en regulasies uiting gee aan hul verbeelding en sodoende waaghalsig wees in die proses van kunsmaak. Hierdie navorsing het plaasgevind volgens die wetenskaplike riglyne van praktiese teologie. Kontekstuele teologie is as 'n teologiese vertrekpunt gebruik, met die klem op die deelnemende en narratiewe benaderings. Sodoende is ruimte geskep vir die ontdekking sowel as die ontwikkeling van die potensiaal van die gestremde. Die eienskappe van pastorale sorg het 'n atmosfeer tydens die kunsmaaksessies geskep waarbinne die deelnemers in 'n veilige konteks hoop op 'n bykomstige realiteit en 'n beter toekoms kon ontdek en ontwikkel. Die navorsing het gekulmineer in 'n kunsuitstalling in 'n nasionale museum wat kan bydra tot 'n bykomstige dimensie in die verhaal en identiteit van die gestremdes. / Practical Theology / M. Th. (Practical Theology eith specialisation in Pastoral Therapy)

Afrikaans text, with Afrikaans and English summaries / Despite legislation to the effect intended to ensure the position of the disabled in society, disabled persons still find themselves largely marginalized in the South African context. During this research a group of about twenty participants, of whom about one-half are disabled, were involved in an inclusive process of art-making. The aim of the research was to challenge the dominant discourse which holds that making art is only for the select, talented few. This research was undertaken according to the scientific guidelines of practical theology. Contextual theology was used as a starting point, with emphasis on the participatory- and narrative approaches. The characteristics of pastoral care created an atmosphere which was conducive to the disabled participants discovering and developing hope for a more rewarding future. The research culminated in an exhibition in a national museum, which could contribute to an additional dimension in the narrative of the disabled participants. / Ten spyte van wetgewing om die inklusiewe posisie van die gestremde in die samelewing te verseker, is gestremdes in die Suid Afrikaanse konteks nog grootliks gemarginaliseerd. Vanuit hierdie gemarginaliseerde posisie vind gestremdes dit moeilik en dikwels onmoontlik om hul unieke potensiaal te ontwikkel om sodoende 'n beter lewenskwaliteit lewe te vestig. 'n Groep van ongeveer twintig deelnemers, waarvan die helfte gestremd is, is tydens hierdie navorsing in 'n inklusiewe konteks van kunsmaak betrek. Die doel van die navorsing is om diskoerse uit te daag wat bepaal dat kunsmaak net vir unieke, talentvolle mense beskore was. Teen die agtergrond van 'n postmoderne epistemologie kon gestremdes sonder vooraf opgestelde reels en regulasies uiting gee aan hul verbeelding en sodoende waaghalsig wees in die proses van kunsmaak. Hierdie navorsing het plaasgevind volgens die wetenskaplike riglyne van praktiese teologie. Kontekstuele teologie is as 'n teologiese vertrekpunt gebruik, met die klem op die deelnemende en narratiewe benaderings. Sodoende is ruimte geskep vir die ontdekking sowel as die ontwikkeling van die potensiaal van die gestremde. Die eienskappe van pastorale sorg het 'n atmosfeer tydens die kunsmaaksessies geskep waarbinne die deelnemers in 'n veilige konteks hoop op 'n bykomstige realiteit en 'n beter toekoms kon ontdek en ontwikkel. Die navorsing het gekulmineer in 'n kunsuitstalling in 'n nasionale museum wat kan bydra tot 'n bykomstige dimensie in die verhaal en identiteit van die gestremdes. / Philosophy, Practical and Systematic Theology / M. Th. (Practical Theology eith specialisation in Pastoral Therapy)

Text in Afrikaans / In hierdie studie het die navorser die probleem van kurrikulumdifferensiasie vir Wiskunde Graad R aangespreek, sodat leerders met erge intellektuele gestremdheid ook sukses in Wiskunde Graad R kan ervaar. Die primêre vraag wat aangespreek is, is hoe die vereiste begrippe en vaardighede van die Kurrikulum- en Assesseringsbeleidsverklaring (KABV), vir Wiskunde Graad R aangepas kan word vir leerders met erge intellektuele gestremdheid. Die belangrikheid van die studie lê in die verskil wat differensiasie kan maak aan 'n leerder se geleentheid om sukses te ervaar volgens sy vermoë. Die doel hiervan is om leerkragte wat leerders met erge intellektuele gestremdheid onderrig, te bemagtig. Dit word gedoen deur aanpassings en aktiwiteite voor te stel wat tot voordeel van hierdie leerders in hul onderrigprogram geïmplementeer kan word. Dit sal daartoe bydra dat hierdie leerders die vereistes wat in die kurrikulum gestel word, in ’n beperkte mate kan bereik. Die navorsing is onderneem vanuit 'n inklusiewe perspektief aan die hand van 'n literatuurstudie en kwalitatiewe navorsing (gevalle-studie) wat semi-gestruktureerde onderhoude ingesluit het. Die resultate toon dat differensiasie wel moontlik is en dat daar verskeie aanpassings en aktiwiteite is wat leerkragte kan gebruik om hierdie leerders die geleentheid te bied om sukses te kan ervaar. / In this study the researcher addressed the challenges of curriculum differentiation for Mathematics Grade R to ensure that learners with severe intellectual disability may experience success. The primary question addressed was the manner in which the concepts and skills requirements of the Curriculum and Assessment Policy Statement (CAPS), for Mathematics Grade R can be adjusted to suit the needs of learners with severe intellectual impairment. The importance of this study lies in the significant impact that differentiation can make in providing the opportunity for a learner to experience success according to his abilities. The purpose of this study was to empower teachers of learners with severe intellectual disability with the necessary knowledge, enabling them to successfully implement adaptations. This would allow the learners to achieve the requirements of the proposed curriculum, to a limited extent. Qualitative (case study) research was conducted from an inclusive perspective using a literature review and semi-structured interviews. The results showed that differentiation is possible and that there are several adaptations and activities that could be used by teachers to offer these learners the opportunity to experience success. / Inclusive Education / M. Ed. (Inklusiewe Onderwys)

Text in Afrikaans / In hierdie studie het die navorser die probleem van kurrikulumdifferensiasie vir Wiskunde Graad R aangespreek, sodat leerders met erge intellektuele gestremdheid ook sukses in Wiskunde Graad R kan ervaar. Die primêre vraag wat aangespreek is, is hoe die vereiste begrippe en vaardighede van die Kurrikulum- en Assesseringsbeleidsverklaring (KABV), vir Wiskunde Graad R aangepas kan word vir leerders met erge intellektuele gestremdheid. Die belangrikheid van die studie lê in die verskil wat differensiasie kan maak aan 'n leerder se geleentheid om sukses te ervaar volgens sy vermoë. Die doel hiervan is om leerkragte wat leerders met erge intellektuele gestremdheid onderrig, te bemagtig. Dit word gedoen deur aanpassings en aktiwiteite voor te stel wat tot voordeel van hierdie leerders in hul onderrigprogram geïmplementeer kan word. Dit sal daartoe bydra dat hierdie leerders die vereistes wat in die kurrikulum gestel word, in ’n beperkte mate kan bereik. Die navorsing is onderneem vanuit 'n inklusiewe perspektief aan die hand van 'n literatuurstudie en kwalitatiewe navorsing (gevalle-studie) wat semi-gestruktureerde onderhoude ingesluit het. Die resultate toon dat differensiasie wel moontlik is en dat daar verskeie aanpassings en aktiwiteite is wat leerkragte kan gebruik om hierdie leerders die geleentheid te bied om sukses te kan ervaar. / In this study the researcher addressed the challenges of curriculum differentiation for Mathematics Grade R to ensure that learners with severe intellectual disability may experience success. The primary question addressed was the manner in which the concepts and skills requirements of the Curriculum and Assessment Policy Statement (CAPS), for Mathematics Grade R can be adjusted to suit the needs of learners with severe intellectual impairment. The importance of this study lies in the significant impact that differentiation can make in providing the opportunity for a learner to experience success according to his abilities. The purpose of this study was to empower teachers of learners with severe intellectual disability with the necessary knowledge, enabling them to successfully implement adaptations. This would allow the learners to achieve the requirements of the proposed curriculum, to a limited extent. Qualitative (case study) research was conducted from an inclusive perspective using a literature review and semi-structured interviews. The results showed that differentiation is possible and that there are several adaptations and activities that could be used by teachers to offer these learners the opportunity to experience success. / Inclusive Education / M. Ed. (Inklusiewe Onderwys)

Text in English with abstracts in English, Afrikaans and Zulu / The study was conducted within the interpretive research paradigm. Anchored in organisational justice theory, the study explored the incapacity management practices at an open distance learning (ODL) institution in South Africa. A qualitative research methodology, which applied a case study design, was used in this study. A purposeful sample of 16 (N=16) participants was chosen based on their experiences, knowledge and understanding on the topic of incapacity management. Semi-structured interviews were used as the primary data collection method, and documents were used as a secondary data collection source for triangulation purposes. The data analysis and reporting of the participants’ lived experiences drew on the thematic analysis technique. At theoretical level, the study provided insight into the notions of incapacity management in the workplace; the regulatory obligations in managing incapacity; and lastly, reasonable practices to accommodate incapacity. The literature review confirmed that an effective incapacity management framework should have four main dimensions, namely a supportive institutional culture; a policy and procedure providing for incapacity management practices; provisions for reasonable accommodation; and a multidisciplinary approach. From the empirical phase it emerged that although the literature presupposes a healthy institutional culture to ensure well-managed incapacity in the workplace, the current institutional culture at the institution under study was negative. This study also found several challenges relating to incapacity management in the ODL institution, namely a lack of knowledge and understanding of incapacity management due to the absence of a policy and procedure; a lack of understanding of the incapacity condition; and a lack of reciprocal communication among the key role players. The findings also demonstrated that reasonable accommodation practices could be improved and that the management of incapacity in the workplace requires a multidisciplinary approach. The study proposes an incapacity management framework for the ODL institution that encompasses the identified prerequisites and challenges. The study also added insights to the human resource management body of knowledge, especially knowledge of the management of incapacity due to ill health in the workplace, with specific reference to the ODL institution. / Hierdie studie is binne die interpretiewe navorsingsparadigma uitgevoer. Geanker in organisatoriese geregtigheidsteorie, ondersoek hierdie studie die onbekwaamheidsbestuurpraktyke by 'n opeafstandsonderriginstelling in Suid-Afrika. 'n Kwalitatiewe navorsingsmetodologie wat 'n gevallestudie-ontwerp toegepas het, is in hierdie studie gebruik. 'n Doelgerigte steekproef van 16 (N=16) is gekies op grond van hulle ervarings, kennis en begrip van die onderwerp van onbekwaamheid bestuur. Semi-gestruktureerde onderhoude is gebruik as die primêre data-insamelingsmetode, en dokumente is gebruik as ’n sekondêre data-insamelingsbron vir trianguleringsdoeleindes. Tematiese ontledingstegniek is aangewend in die data-ontleding en -verslagdoening van die deelnemers se geleefde ervarings. Op teoretiese vlak, het die studie insig gebied in die opvattings van onbekwaamheidsbestuur in die werkplek; die regulatiewe verpligtings in onbekwaamheidsbestuur; en laastens, redelike praktyke om die onbekwaamheid te akkommodeer. Die literatuuroorsig het bevestig dat 'n effektiewe onbekwaamheidsbestuurraamwerk vier hoofdimensies moet hê, naamlik 'n ondersteunende kultuur in die instelling; ’n beleid en prosedure wat voorsiening maak vir onbekwaamheidsbestuurspraktyke; redelike akkommodasie; en 'n multi-dissiplinêre benadering. Uit die empiriese fase het dit geblyk dat alhoewel die literatuur 'n gesonde institusionele kultuur vooronderstel wat onbekwaamheid in die werkplek effektief bestuur, die bestaande institusionele kultuur by die instelling wat bestudeer is, negatief was. Hierdie studie het bevind dat daar verskeie uitdagings is wat verband hou met onbekwaamheidsbestuur in die opeafstandsonderriginstelling, naamlik 'n gebrek aan kennis en begrip van onbekwaamheidsbestuur as gevolg van die gebrek aan 'n beleid en prosedure; 'n gebrek aan begrip van die onbekwaamheidstoestand; en 'n gebrek aan wedersydse kommunikasie tussen die sleutelrolspelers. Die bevindings het ook getoon dat redelike akkommodasie praktyke verbeter kan word en dat die bestuur van onbekwaamheid in die werkplek 'n multi-dissiplinêre benadering vereis. Die studie stel 'n onbekwaamheidsbestuurraamwerk vir die opeafstandsonderriginstelling voor wat die geïdentifiseerde voorvereistes en uitdagings insluit. Die studie het ook insig gebied in die menslikehulpbronbestuur-kennisgeheel, veral kennis oor die bestuur van onbekwaamheid in die werkplek te wyte aan swak gesondheid, met spesifieke verwysings na die opeafstandsonderriginstelling. / Ucwaningo lwaqhutshwa ngokocwaningo womgomo wokuhumusha. Yakhelwe phezulu kwethiyoriyezobulungiswa, ucwaningo lwagxila ekunqundweni kwezindlela zokuphatha ezaziwa ngokuthi ukufunda okuvulelekile ngezobuchwepheshe okuthiwa yi-ODel esikhungweni saseNingizimu Afrika. Ucwaningo oluyindlela yokuklama oluphathelene nesimo, okuyinto esetshenziselwa ukufunda ngocwaningo lwesiqephu esithile, luye lwasetshenziswa. Kuye kwenziwa isampule olubalulekile lapho kuye kwakhethwa abantu ababebambe iqhaza abayishumi nesithupha (N=16) olwabe lwakhelwe phezulu kwesipiliyoni, ulwazi kanye nokuqonda ngodaba lokunqundwa kokuphatha. Izinhlolokhono ezihleliwe ezingaphelele ziye zasetshenziswa ngendlela yukuqoqa izibalo zangempela, kwabuye kwasetshenziswa imiqulu yemithombo yokuqoqwa kwedatha yesibili ukuqinisekisa okuhlosiwe. Ukuhlaziywa kwemininingwane kanye nokubika ebantwini abambe iqhaza ngezinto abahlangabezana nazo ezimpilweni zabo ix kwadala ukulethwa kokuhlaziya kwamasu okuhlaziya ezingqikithi ezithile. Ezingeni lesayensi, ucwaningo lusinikeza ukuqonda imibono yokunqundwa kokuphatha emsebenzini; izibopho zokulawula ukunqunda kokuphathwa; okokugcina,izindlela ezamukelekile zokubhekana nokunqundwa kokuphathwa. Ukubuyekezwa kwemibhalo kuqinisekise ukuthi uhlaka olusebenzayo lokunqundwa kokuphatha kumele kube nezinhlangothi ezine, okunguyisiko lokusekela izikhungoinqubomgomo nenqubo yokuhlinzeka izindlela zokunqunda ukuphatha; ukuhlinzeka izindlela ezamukelekile; kanye nenqubo ezihlukene yezifundo. Kusukela esigabeni somqondo wesasayensi kuye kwavela ukuthi nakuba imibhalo igcizelela isiko elihle neliphilasayo lemfundo ukuqinisekisa ukunqundwa kokuphatha kahle emsebenzini, isiko olukhona manje ezikhungweni alulungile. Ucwaningo luye lwathola ukuthi ziningi izingqinamba ezihambisa nokunqundwa kokuphatha ukufunda okuvulelekile ngezobuchwepheshe kuyizikhungo okuthiwa yi-ODL, okungabi khona kolwazi kanye nokuqonda mayelana nokunqundwa ukuphatha okudalwa ukungabikhona kwengqubomgomo nezingqubo ezithile; ukungaqondi izimiso zokunqunda; kanye nokuntuleka kokuxhumana ngokuvumelana phakathi kwabantu abadlala indima ebalulekile. Okuye kwatholakala kuye kwakhombisa ukuthi izindlela ezamukelekile zingathuthukiswa nokuthi ukunqundwa kokuphatha emsebenzini kudinga inqubo ehlukene yezifundo. Ucwaningo luhlongaza ingqubomgomo yokunqundwa kokuphatha kwezikhungo zemfundo evulelekile okuthiwa yi-ODL ezohlanganisa izinto ezidingekayo nezinselelo ezikhona. Ucwaningo lubuye lwafaka ukuqonda kokuba khona kwabantu abazoba umgogodla wolwazi abazoqashwa, kakhulukazi kulwazi lokunqunda ukuphatha okuzodalwa ukungabi esimweni esihle ngempilo emsebenzini, kakhulukazi uma kubhekiswa ekufundeni okuvulelekile ezikhungweni ezaziwa ngokuthi yi-ODL. / Human Resource Management / D. Com. (Business management)