Made available in DSpace on 2014-06-11T19:29:00Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-03-03Bitstream added on 2014-06-13T19:37:45Z : No. of bitstreams: 1 oliveira_ma_me_bauru.pdf: 596687 bytes, checksum: 49ee352c41b6bf4901fcc87257a61fbf (MD5) / Universidade Estadual Paulista (UNESP) / No contexto da educação inclusiva, devem ser garantidos a todo e qualquer aluno o acesso e permanência no processo educacional por maiores que sejam as suas diferenças. Assim, este estudo teve como objetivo caracterizar o funcionamento de uma sala de recursos e realizar intervenção junto a uma educadora especialista para auxiliá-la na implementação de ações educacionais inclusivas. A pesquisa teve como participante uma professora de sala de recursos lotada em escola da rede pública de ensino. O procedimento de coleta de dados caracterizou-se por cinco fases: 1) caracterização da realidade por este estudo investigada, através de observações sistemáticas quanto a horário de atendimento, número de alunos, condições físicas da sala, existência e utilização de equipamentos de apoio pedagógico, características gerais da população atendida, da atuação pedagógica e das atividades realizadas; 2) análise do plano de ensino ou proposta pedagógica utilizada pela professora tomando como base a existência de adaptações em função das necessidades do aluno, existência de metas para o aluno no ensino comum e existência de estratégias de colaboração com o respectivo professor do ensino comum; 3) aplicação de um roteiro norteador de entrevista pré e pós intervenção para investigar a compreensão da professora acerca do funcionamento da sala de recursos; 4) realização de encontros para discussão teórica relacionada à temática do ensino inclusivo; 5) realização de encontros para o preenchimento do Documento Individual de Adaptações Curriculares e acompanhamento em sala para a implementação do mesmo. / In the context of the educational inclusion, the access and permanence in the educational process must be guaranteed to all students, even though the differences are extremely significant. So, the goal of this study was to analyze the context of room of resources and realize an intervention with a special educator on promoting inclusive educational practices. Data were collected in five phases: 1) characterization of the investigated context following systematic observations according to period of attendance, number of students, physical conditions of the classroom, existence and use of pedagogical materials, main characteristics of the population attended, the pedagogical performance and teaching activities; 2) analysis of the pedagogical plan of the room of resources based on the existence of adaptations to the needs of the students, the existence of goals for the student in the common classroom, and the existence of strategies of contribution with the respective teacher of the regular classroom; 3) application of interview before and after intervention to investigate the comprehension of the educator about the functions of the room of resources; 4) theoretical discussions following the thematic of inclusive education; 5) meetings to fulfill the Individual Document of Curricular Adaptations and implementation of the documents. The following analysis procedure was: 1) characterization of the investigated context based on the comparison with the legal documents referred to the functioning of the room of resources; 2) analysis of the interviews realized before and after the period of intervention and 3) analysis of Individual Documents of Curricular Adaptations. As results, the study showed divergences between the laws and the context of the room of resources investigated.

M.Ed. / In response to South African policies, including White Paper No 6 on Inclusion of differently-abled learners, most regular schools have opened their doors to all learners in particular, learners who could have been previously placed in special schools are increasingly included in regular schools where they can experience quality education alongside their peers at schools located in their own neighborhoods. [For this study differently-abled learners will refer to those learners who are intellectually challenged]. They are to be provided with appropriate support necessary for enabling them to experience success. Despite this noble action, differently-abled learners continue to drop out of school before they reach Grade 10. Due to limited job opportunities; some of them resort to roaming in the streets, engaging in inappropriate and/or illegal activities in the community. Some fall victims to early pregnancy. These problems raise a concern with regard to differently-abled learner`s engagement in inclusive schools, in particular, whether these learners are engaged fully in inclusive schools or are they just there for window dressing? This paper reports on the findings of a qualitative case study for my Master’s degree in Inclusive Education. The research was undertaken in one of the school which is considered a model of inclusion, in District 3, Gauteng province, South Africa. A qualitative research design was adopted for the study so as to gain thick descriptions from teachers, differently-abled learners and their parent(s) or guardian(s). Data were collected by means of observations and two forms of interviews, namely individual and focus groups with learners and educators. An additional method of collecting data using diaries was also used with learners only. Ten [10] teachers were interviewed in groups of two and individually following observations on how they engage their differently-abled learners in the classroom. Ten [10] learners were interviewed individually and asked to complete diaries about four weeks. Data was coded and analysed using Creswell`s spiral method of analysing data and presented against a backdrop of literature and ecosystemic perspective of Bronfenbrenner.which guided the study. The findings are discussed under two broad headings, which are academic engagement and non-academic engagement. The findings revealed that through their frustations, teachers are trying hrd to come to terms with inclusion of differently-abled learners in inclusive schools and they do support them. Findings also revealed that teachers employ different strategies to engage in academic and non-academic situations inclusive schools. For this study, differently-abled learners will refer to learners who are intellectaully challenged only.

M.Ed. / Education in South Africa is facing dynamic changes since the election of a democratic government in 1994. After some investigations into all aspects of special needs education and support services in education and training in South Africa, it was recommended that a new policy on education for learners with special needs be developed in line with the Constitution of South Africa. The White paper 6: Special Needs Education. Building an Inclusive Education and Training System (Department of Education, 1997), outlines the way forward for South Africa to embrace an inclusive education and training system that allows all learners, including those with special educational needs, to be educated together in age-appropriate ordinary education programs in their neighbourhood schools. The change to inclusion implies a change in the roles of the principals in teaching and management practices. The response made by a particular school to inclusion is intimately bound up with the principal’s perceptions of diverse learning needs. The purpose of this research study was to investigate the primary school principals’ perceptions of diverse learning needs in the Thohoyandou area in the Lompopo province, as they are the people responsible for the successful implementation of inclusion in schools. Qualitative research methods were employed for data collection and analysis. Purposive sampling was used to select the participants. Although participants in this research study were open to accept all learners in their schools, it was found that they lack proper knowledge and skills for educating and working with learners with barriers to learning. Because of their lack of knowledge, the participants’ understanding of diverse learning needs and inclusion varied. Most of the participants’ schools lack the necessary resources for meeting diverse learning needs, and the participants see this as a barrier to the successful implementation of inclusion. The participants in this research study realise that they need to work in collaboration with the educators, learners, other principals and service-providers for inclusion to be successful. They also realise that there has to be changes concerning their roles if diverse learning needs are to be met within their schools. The findings of this research study may be used as a starting point for preparing schools, educators, and especially the principals in the Thohoyandou area, for the successful implementation of inclusion in the area.

Magister Educationis - MEd / 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. The findings indicate that this educator’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. / South Africa

Magister Educationis - MEd / This study investigated the challenges of implementing inclusive education in one Khayelitsha mainstream school. The key objectives of this study were to determine which aspects of implementation have worked well in the school and which have not, while exploring the underlying reasons in each case. / South Africa

Magister Educationis - MEd / The democratisation of the South African government created a policy environment that enabled transformation in every sphere of our society. Transformation of the education sector was marked by the adoption of inclusive education as a constitutional imperative in this country. This resulted in attempts to make ordinary mainstreams schools more accessible to learners with disabilities. The transformation of schools into inclusive institutions is a tedious process that is being further complicated by the contentious nature of the notion of inclusion. The challenge to schools and institutions is that there is no measuring instrument against which schools can measure their own development, and which can inform the process they embark on. Against this backdrop this study aimed at developing an instrument that could guide schools through the process of becoming more inclusive. The question that this study seeks to answer is: What are the indicators that can be used to evaluate the development of inclusive practices in mainstream schools in the Western Cape context? Methodologically the study is set in a qualitative research paradigm that employed a participatory action research method (PAR), that matches the spirit of democracy that permeates the society in which participants in study found themselves in. In-depth interviews were used to pursue the aim of the study. Inclusive education is described in literature as an elusive and contentious concept. This description resonated well with the findings of this study as participants conceptualised inclusive education in a variety of ways. The study explored the three interconnected dimensions of inclusive education to direct the development of inclusive education in a school. This exploration yielded a variety of indicators for each dimension that were categorised in general indicators and more specific indicators. These general and specific indicators, as were foregrounded by the participants, were then collated in an instrument that the stakeholders of the school could use to support and monitor the implementation of inclusive cultures, policies and practices in their school.

Magister Scientiae (Physiotherapy) - MSc(Physio) / The education system in South Africa has been on a path of change since 1994, in an effort to correct the injustices and inequalities of our apartheid past. In 2001 Education White Paper Six and the inclusive education policy was introduced. This policy is based on creating an environment where special needs education is seen as a non-racial and integrated part of the education system and envisages the role of special schools changing in order to facilitate this process. Special schools will continue to provide services to the severely disabled and high needs learner. However staff at special schools will be encouraged to make their expertise and resources available to the ordinary schools in the community. This study is focused on the role of the physiotherapist in special schools. The introduction of the new policy required physiotherapists to serve the needs of learners at special schools as well as provide indirect support to ordinary schools in the community. However physiotherapists have not been trained to provide indirect support and feel that they have not had adequate assistance to improve their skills and knowledge in this area. This study therefore looked at how the knowledge, skills and attitudes of physiotherapists can be enhanced and developed in order to meet the need of successfully implementing inclusive education. The aim of the study was to design, implement and evaluate an intervention aimed at improving the knowledge, skills and attitudes of physiotherapists in providing indirect support in the education system. In order to do so, it was necessary to meet the following objectives. Firstly to determine how physiotherapists perceive indirect support and their role in the district based support team; and secondly to determine the barriers experienced by physiotherapists in providing indirect support as well as their needs to provide appropriate support within the inclusive education framework. A qualitative study was conducted using the action research method. This study involved five special schools in the Western Cape and a total of nine participating physiotherapists. Focus group discussions were used to collect data. The first focus group discussion involved participants identifying their perceptions of indirect support, their role in the district based support team, barriers to indirect support and their needs in order to provide appropriate support in the inclusive education framework. The data collected were analyzed using content analysis. The findings revealed that many of the physiotherapists are experiencing difficulties in making the shift from direct to indirect support, due to not having been provided with the necessary support, resources and training to facilitate the transition to inclusive education practices. A second round of focus group discussions were held for the physiotherapists to prioritise a need that the intervention would be based on. Thereafter a training workshop was held, based on the prioritised need, to improve the provision of indirect support by physiotherapists. This research has shown that physiotherapists have begun to engage with the change process by questioning the implications of the inclusive education policy and looking at how their role in special schools needs to change. The physiotherapists require assistance in the facilitation of a transition from providing mainly direct support in special schools, to also providing indirect support in an inclusive education setting. They require the assistance of the school management and the Department of Education to provide the necessary support, resources and training to facilitate the transition to inclusive education practices.

This study focuses on the perception of teachers who have depressed adolescent learners in their classrooms as well as explores how teachers cope with teaching depressed adolescent learners in their classrooms. For the purpose of this study, a qualitative research method was employed. Data was collected in the form of twelve semi-structured interviews with teachers in order to ascertain their perceptions on including and accommodating depressed adolescent learners in their classrooms. The data was analysed for emerging themes and sub-themes according to Tesch‟s eightstep data analysis process. This study highlights the characteristics, symptoms and causes of depression in adolescents and the effect it has on learners within our educational system. The results of the study indicate that the inclusion of depressed adolescents in the classroom can be problematic for teachers since they feel that they are not suitably trained to deal with these learners in a teaching and learning environment. The participating teachers indicated that they are not able to identify and support depressed adolescent learners in their classrooms effectively. The participating teachers feel that they require further training on how to refer these depressed adolescent learners and their parents for further intervention and support. Based on the findings of this study, the researcher constructed guiding principles in order to address the issues raised by the participating teachers. In the light of the guiding principles, recommendations were made towards teachers, parents, schools, health professionals, the Department of Education, the Department of Health and further research in order to accommodate depressed adolescent learners in South African schools effectively.

No description available.

A Master’s Thesis Submitted to the Faculty of Humanities School of Human and Community Development Psychology For the Degree of Masters in Educational Psychology University of the Witwatersrand, Johannesburg 2019 / Inclusive education, a system adopted in post-apartheid South Africa, is an education system which seeks to protect the rights of all learners, irrespective of the barriers to learning and development which they may be facing. It is based on the premise that all learners have the right to an education, and that the education system needs to ensure that they have the appropriate systems in place to ensure that this right is protected. Barriers to learning and development impedes the learning process, and they need to be addressed in order for the basic need of education to be met. One of the key stakeholders in overcoming barriers to learning and development, and ensuring the successful implementation of inclusive education, are parents. This exploratory and descriptive qualitative study aimed to explore the manner in which parents conceptualise barriers to learning and development, and their attitudes towards them. Seven parents participated in individual interviews, and the data from the interviews were analysed using thematic analysis. Participants were parents of school-going children, who had placed their child in one specific mainstream school in Lenasia. The analysis of the interviews revealed that parents hold an overall positive view of inclusive education, but that this perception shifts to a more negative one in light of considering the impact it might have on their own children. Parents are also able to identify barriers to learning and development being faced by the general population of learners in South Africa; these included language and cultural barriers, socio-economic deprivation, transport barriers, as well as large classrooms, and a lack of discipline within classrooms. Most of the participants’ responses regarding the barriers to learning being faced by their own children related to barriers within the chosen school, such as teacher attitude and teacher competence, as well as a perceived lack of support from the school. Finally, parents regarded parental involvement as a central contributing factor to the successful education of their children. / XL2019