The use of consultation as a means of delivering educational instruction to students with disabilities in the general physical education setting is becoming increasingly prevalent in the United States and is most frequently operationalized in a triadic model. In this model the adapted physical educator serves as the consultant, the general physical educator serves as the consultee, and the student serves as the target, or the one who receives the intervention. The purpose of this phenomenological study was to answer the following questions. What are adapted physical education specialists' perceptions about consultation as a delivery model for individuals with disabilities? How do adapted physical education specialists define an effective consultation model for adapted physical education? How do adapted physical education specialists define their role in the consultation process? Six adapted physical education specialists participated in this study. Analysis included two in-depth individual interviews, a one-day field observation with each participant, researcher notes, and a final focus group including, definition, situational context factors, effectiveness, skills, training, consultation model preferences and roles. It was apparent from these participants that consultation interactions on behalf of students with disabilities varied greatly based on the multidimensional and dynamic nature of the educational environment. Results showed that the use of consultation was more prevalent with middle and high school students. It was also found that adapted physical education (APE) consultation could be presented on a continuum from proximal to distal, dependent on the degree of interaction between the APE specialist, the general education teacher and the student. The effectiveness of consultation was dependent upon the general education teacher's attitude, the APE specialist's skills, and the degree of administrative support. Finally, five roles of the APE consultant were delineated from the participants' descriptions of their job-related interactions. These roles were; advocate, educator, courier, supporter/helper, and resource coordinator. / Graduation date: 1999

This study was aimed to explore challenges of students with disabilities in higher education institutions in Namibia, as narrated and illustrated by themselves. Mixed methodologies, with specific reference to a small-scale quantitative survey and extensive qualitative design were employed as tools to understand the prevalence, extent and nature of challenges of students with disabilities in their pursuance of higher education in Namibia. Data was thus collected in two phases. The first phase consisted of a ten-item quantitative-survey which was largely used to determine the prevalence of students with disabilities in higher education institutions, and basic information regarding institutional standpoints pertaining to students with disabilities. Data acquired through this survey confirmed the prevalence of students with disabilities in Namibian higher education institutions. The second phase represented the qualitative design whereby data was collected through three main methodologies namely a narrative diary-based approach, a photo-voice and individual interviews. These methodologies ensured reliability of the data through triangulation. The study confirmed that inclusive education at the higher education level in Namibia was largely achieved through the goal of access, as all higher education institutions have admitted students with observable as well as hidden disabilities. However, a major finding of the study was that support and provision for students with disabilities was rendered in fragmented portions within and across institutions, and that the goals of equity and equality have not yet been achieved to the desired degree, if inclusive education was to become a reality for students with disabilities in higher education in Namibia. Students reported challenges related to physical accessibility of institutions; unavailability of educational material in alternative, as opposed to traditional formats; lack of sensitivity and skills of staff; as well as lack of structured support systems. The study also revealed that, notwithstanding the challenges students faced in their institutions, students with disabilities continued to perform their academic duties to the best of their abilities and were driven by their individual personal philosophies, many of which spoke of perseverance and courage, to make a success of their studies. / D. Ed. (Inclusive Education) / Language Education Arts and Culture

This study was aimed to explore challenges of students with disabilities in higher education institutions in Namibia, as narrated and illustrated by themselves. Mixed methodologies, with specific reference to a small-scale quantitative survey and extensive qualitative design were employed as tools to understand the prevalence, extent and nature of challenges of students with disabilities in their pursuance of higher education in Namibia. Data was thus collected in two phases. The first phase consisted of a ten-item quantitative-survey which was largely used to determine the prevalence of students with disabilities in higher education institutions, and basic information regarding institutional standpoints pertaining to students with disabilities. Data acquired through this survey confirmed the prevalence of students with disabilities in Namibian higher education institutions. The second phase represented the qualitative design whereby data was collected through three main methodologies namely a narrative diary-based approach, a photo-voice and individual interviews. These methodologies ensured reliability of the data through triangulation. The study confirmed that inclusive education at the higher education level in Namibia was largely achieved through the goal of access, as all higher education institutions have admitted students with observable as well as hidden disabilities. However, a major finding of the study was that support and provision for students with disabilities was rendered in fragmented portions within and across institutions, and that the goals of equity and equality have not yet been achieved to the desired degree, if inclusive education was to become a reality for students with disabilities in higher education in Namibia. Students reported challenges related to physical accessibility of institutions; unavailability of educational material in alternative, as opposed to traditional formats; lack of sensitivity and skills of staff; as well as lack of structured support systems. The study also revealed that, notwithstanding the challenges students faced in their institutions, students with disabilities continued to perform their academic duties to the best of their abilities and were driven by their individual personal philosophies, many of which spoke of perseverance and courage, to make a success of their studies. / D. Ed. (Inclusive Education) / Language Education Arts and Culture

Little information is available on future vocational preparation for intellectually disabled learners in South African schools. Currently teachers adapt the Revised National Curriculum Statement (RNCS) to educate these learners. A literature study was conducted to investigate relevant models in the United States of America in order to develop a framework for a South African vocational training and transition planning programme in the school. Various South African vocational training programmes designed for disabled learners with good literacy and numeracy skills, the role of employment agencies and the local employment possibilities for intellectually disabled people were investigated to assess their suitability for intellectually disabled learners. An Individualised Vocational Programme that involves the parents and their child(ren) was developed to suit the needs of intellectually disabled learners. The RNCS was adapted by means of curriculum straddling and designing down to make the learning material suitable for intellectually disabled learners. The full programme consisted of an adapted interest test, curriculum training, the placement of learners in school jobs/tasks and a home independence programme, The programme was implemented and a mixed method research design facilitated the case study done in a school for severely intellectually disabled learners. Findings revealed that a vocational training and transition planning programme in the school can be managed successfully to the benefit of the parents, learners and the Department of Education. Based on the findings recommendations were made to improve the various sections of the comprehensive programme. / Educational Studies / D. Ed. (Educational Management)

Little information is available on future vocational preparation for intellectually disabled learners in South African schools. Currently teachers adapt the Revised National Curriculum Statement (RNCS) to educate these learners. A literature study was conducted to investigate relevant models in the United States of America in order to develop a framework for a South African vocational training and transition planning programme in the school. Various South African vocational training programmes designed for disabled learners with good literacy and numeracy skills, the role of employment agencies and the local employment possibilities for intellectually disabled people were investigated to assess their suitability for intellectually disabled learners. An Individualised Vocational Programme that involves the parents and their child(ren) was developed to suit the needs of intellectually disabled learners. The RNCS was adapted by means of curriculum straddling and designing down to make the learning material suitable for intellectually disabled learners. The full programme consisted of an adapted interest test, curriculum training, the placement of learners in school jobs/tasks and a home independence programme, The programme was implemented and a mixed method research design facilitated the case study done in a school for severely intellectually disabled learners. Findings revealed that a vocational training and transition planning programme in the school can be managed successfully to the benefit of the parents, learners and the Department of Education. Based on the findings recommendations were made to improve the various sections of the comprehensive programme. / Educational Studies / D. Ed. (Educational Management)