Thesis (M.A. (Clinical Psychology)) -- University of Limpopo, 2017 / Caring for children with intellectual disability often results in stressful experiences for caregivers, even leading to crises in some cases. The aim of the present study was to explore the lived experiences of teachers of intellectually disabled learners in three special schools in Capricorn District, Limpopo Province. The study sought to determine teachers’ understanding of intellectual disability, the challenges they face in working with such children, and the psychological strategies they use to deal with intellectually disabled learners. The study was qualitative in nature. The sample consisted of 9 participants (male=0; females=9) working with intellectually disabled learners in special schools who were selected through a non-probability purposive sampling technique. Data was collected through semi-structured interviews and analysed using the interpretive phenomenological analysis. An understanding of intellectual disability as denoting deficits in such learners’ brains, preventing their optimum functioning was common. The findings of the study show that the experience of teachers of children with intellectual disability was fairly positive. It was characterised by feelings of fulfilment and contentment. Nonetheless, challenges such as burn out, stigma and lack of parental and government support were also revealed in the study. Essentially, the study recommends workshops on effective coping strategies for the teachers, and public awareness campaigns in communities about intellectual disability, amongst others.

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2019 / The teachers’ workshops seem not to fulfil their designated purpose of equipping educators with proper knowledge of inclusive education. The workshops on inclusive education do not fulfil the purpose of professional development to teachers as one of the goals of the White Paper 6. The purpose of this study was to investigate the teachers’ experiences regarding the workshops on inclusive education as a strategy for professional development in Lebopo Circuit in Lebowakgomo District, Limpopo province. The study followed a qualitative research approach, in which a case study design was applied. Eight teachers who attended inclusive education workshops were purposively selected from four schools in Lebopo Circuit. Data was collected through semi-structured interviews, observations and document analysis. The results of the study indicated that: workshops are impotent to equip educators with adequate knowledge regarding inclusive education; time allocation for conducting workshops is insufficient; there is lack of confidence among the workshop facilitators; and there is lack of support and follow-ups by the provincial Department of Education. The results therefore, imply that the workshops are not effective in equipping educators with knowledge on inclusive education, and they do not serve their purpose as a model of professional development for the teachers. The study suggests that further research should seek to develop the strategies that will improve the quality of workshops on inclusive education, time allocated for workshops, as well as to encourage support and follow-up by the Department of Education.

Submitted in fulfillment of the requirements for the degree DOCTOR PHILOSOPHY in COMMUNITY PSYCHOLOGY in the FACULTY OF EDUCATION at the UNIVERSITY OF ZULULAND, 2005. / Along with the changes in the political an economical spheres in South Africa over the last decade, there has also been a shift towards a more democratic education system. The foundation for these changes has been laid by the Constitution of the Republic of South Africa and has important implications for education and the concept of inclusive education. The relevant clauses in the Constitution of the Republic of South Africa are those that contain principles of basic rights, equality and non-discrimination. The aim is to rectify the divisions of the past and establish a society based upon democratic values, social justice and fundamental human rights. This also entails the acceptance of an inclusive education policy that will ensure optimum provision for and inclusion of the full spectrum of educational needs within a single education system. Learners with special educational needs in an inclusive classroom are no longer regarded as the responsibility of a particular person outside the classroom, but of all educators. Educational Support Services need to make a paradigm shift in supporting teachers to assist learners with special educational needs. In the learning process educators play a distinctive role and if they do not function effectively, it could form a barrier to learning. Teachers have certain skills and abilities to assist learners with special educational needs and these need to be developed, as educational support services are not in a position to assist teachers and learners individually. As the implementation of the inclusive policy is inevitable, it is of the utmost importance to determine the needs of educators and how to support them to effectively assist learners with learning disabilities. The aim of this study is to establish how educators can be supported to effectively assist learners with special educational needs, specifically learning disabilities, within an inclusive classroom. Criteria as well as guidelines for a social-perceptual education program for learning disabled learners are also recommended. Sixty Educators from four different primary mainstream schools in the lower Umfolozi district, Empangeni region, Kwa-Zulu Natal, South-Africa, participated in the study. The schools represented the diversity of the South-African population as well as the diversity within the learner population. All the participants completed a questionnaire on special educational needs and 20 participants from the sample group participated in a focus group interview. Results of the quantitative data were explained by means of descriptive statistics. It was clear that educators were not effective in assisting learners with special educational needs in an inclusive classroom. From the qualitative data analysis process findings, four main patterns of concern emerged, namely, the need for on-going training, reduction of the educator-learner ratio, provision of psychological services and support regarding the social and emotional problems of learners with learning disabilities. As a result of this research a basic introductory study, providing certain criteria and guidelines for a social-perceptual education program, has been done. This program has value for further government implementation of training programs in inclusive education. It will also assist educators working with children with special educational needs in an inclusive classroom in mainstream education.

Submitted in fulfilment of the requirements for the degree of MASTER OF EDUCATION in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, 2007. / The aim of this investigation was to establish the challenges facing educators in the implementation of inclusive education. From the literature study it emerges that inclusive education constitutes a challenge to the education system in South Africa, in particular to mainstream educators. Successful implementation of inclusive education requires educators to have a positive attitude, be flexible and critical, creative and innovative in their approach to teaching and learning. Educators are expected to have the necessary knowledge, skills, competencies and support to accommodate a wide range of diversity among learners in an inclusive classroom. They must be able to select appropriate teaching strategies to achieve specific outcomes. Effective inclusion will only stay a dream if educators do not have the necessary training, support systems and appropriate resources. For the purpose of the empirical investigation a self-structured questionnaire, to be completed by educators from primary schools, was utilised. The data obtained from the completed questionnaires were analysed and commented on by means of descriptive statistics. In conclusion a summary was presented on the findings of the literature review and empirical investigation and the following are some of the recommendations that were made: > Opportunities for in-service training regarding inclusive education must be made available to mainstream educators. > The Department of Education must provide adequate support to educators concerning all aspects of inclusive education.

Thesis (Ph.D. (Curriculum Studies)) -- University of Limpopo, 2022 / The purpose of this study was to look at the crisis in the implementation of inclusive education and to reflect on the role of full-service schools in Sekhukhune district. Participants were purposively selected in this study. Most of the mainstream school‘s struggle to cater for special educational needs learners, resulting in many dropouts. The study collected data through semi-structured interviews and focus group discussions. The findings of the study have shown that many educators lack capacity on inclusive education, and full-service schools do not play a critical role in supporting neighbouring mainstream schools. The findings reveal that lack of capacity development like workshops and human resources are main factors contributing towards failure of full service schools to support neighbouring mainstream schools. In addition, inclusive education needs to be included in educator training at tertiary level qualifications. Therefore, further investigation of the impact of educator qualifications and implementation is recommended.

Thesis (Ph.D.(Curriculum Studies)) -- University of Limpopo, 2017 / Full-service schools have been introduced as a means to pilot the implementation of inclusive education in South Africa. The purpose of the study was to explore whether this model of full-service schools is ready to roll-out the implementation of inclusive education to all schools or not. The study followed a qualitative research approach and a case study design was adopted. Scaccia, Cook, Lamont, Wandersman, Castellow, Katz and Beidas (2015) readiness theory (R = MC2) was adopted. Sixteen teachers (16) and eight (8) Head of Departments (HoDs) from eight full-service schools were recruited to form part of the study. Data was collected through interviews, observations and document analysis. The study came up with five findings: i) the implementation of inclusive education was perceived as a good practice, ii) teachers did not acquire adequate training during pre-service training, iii) insufficient provision of resources, iv) lack of on-going support , and v) lack of collaboration amongst stakeholders. The overall finding of the study is that, although full-service schools in Limpopo Province appear motivated to implement inclusive education, they still lack the capacity to implement it. As a result, full-service schools in Limpopo Province are not yet ready to roll-out the implementation of inclusive education. Recommendations that may assist in realising a smooth roll-out to all other schools have been presented by the study. Keywords: Inclusive education, full-service schools, readiness theory / Humanities and Social Sciences (NIHSS-SAHUDA) and the National Research Foundation (NRF)

No abstract available / Educational Studies / M.Ed. (Didactics)

For physically challenged students, inequalities in further education begin with inequalities that have shaped the whole schooling system in South Africa. The limited provision that exists for physically challenged students at further education and training colleges in KwaZulu-Natal Province, especially black physically challenged students, means that for these students there is a very high level of exclusion from the education system. Many students with physical challenges still need an ally even in their basic accommodation. The focus of this research was on exploring challenges experienced by physically challenged students at “Mango” (pseudonym) Further Education and Training College in KwaZulu-Natal Province. That investigation was conducted in terms of the availability of resources for physically challenged students at Further Education and Training Colleges, the use of learner support services, accessibility of buildings for these students and the roles played by parents of physically challenged students at Further Education and Training Colleges in KwaZulu-Natal Province. This study was therefore designed to explore not only the challenges experienced by physically challenged students at Mango FET College in KwaZulu-Natal Province, but also their experiences and responses to such challenges. This research study was conducted with students who were physically challenged and their lecturers from Mango FET College in KwaZulu-Natal Province. The sample of the population included six participants who were physically challenged students and four participants who were lecturers teaching physically challenged students at Mango FET College. Furthermore, participants comprised both females and males who were doing different levels at the college, i.e. NQF level two, NQF level three and NQF level four students. The research study sought to explore the challenges experienced by such physically challenged students at Mango FET College in KwaZulu-Natal Province in order for the college to meet these students’ academic needs. Observations and semi-structured interviews were the main data-collection tools used in the study. Results from the current research study indicated that inaccessibility of buildings, lack of resources for physically challenged students, inadequate support from student support services and the college represented major barriers to the success of the physically challenged students at Mango FET College in KwaZulu-Natal Province. Moreover, although student support services are available, the entire college population, students and staff alike, should all be responsible for creating an inclusive environment where students with physical challenges can experience a sense of community and attitudes of embracing diversity and accommodating differences. The responsibility thus lies with all relevant role players of Mango FET College in KwaZulu-Natal Province who must work together to overcome social and academic barriers; to accommodate physically challenged students properly, provide them with accessible buildings, encourage parents to assist physically challenged students, endeavour to meet their academic, social and emotional needs and assist them to develop academically. In future, progress can be made through the increased coordination of student support services, building accessible buildings with ramps for physically challenged students, and providing adequate resources for these students. / Inclusive Education / M. Ed. (Inclusive Education)

South Africa has recently made a significant move towards support for deaf learners in inclusive education settings. Educators in inclusive classrooms are considered primary resources for the development of the strengths and competencies of these learners. Successful inclusion of deaf learners often depends on the skills of classroom educators. Nevertheless, educators often have little or no knowledge regarding support for deaf learners in inclusive classrooms. The experiences of deaf learners were investigated in order to understand the unique needs of these learners. The aim of the research was to add bottom-up approaches to the range of curriculum adaptations necessary to support deaf high school learners within inclusive education in South Africa. A mixed methods approach was employed, using both quantitative and qualitative approaches in a triangulation research design. The findings that emanated from the quantitative research served to complement the findings from the qualitative study. The results of the empirical study were supported by the literature review to formulate practical guidelines for assisting educators to accommodate the curriculum in order to support deaf learners. These guidelines might enable educators to respond positively to the needs of deaf learners and ensure that their inclusion in the regular school is successful. / Inclusive Education / D. Ed. (Inclusive Education)

Sibling relationships are dynamic within any family context and disabilities add a different and even more complex dimension to a family context. In addition, inclusion is a relatively new concept in South Africa, especially as an inclusive society. This means that it is challenging for a family that has children with disabilities to live and function in the greater society as children with disabilities have specialised needs and expectations. However, siblings of children with disabilities have their own needs and expectations as participating individuals within a family context and within society; therefore it is of relevance to be fully aware of their personal views, perceptions, understanding and challenges they are confronted with. The primary aim of this study was to gain a rich and in-depth understanding of how the disabilities of a child could impact on a non-disabled sibling. With the above mentioned taken into account, siblings of children with disabilities are faced with an array of unique challenges that may change as the siblings develop, therefore, this study focused on siblings who are in their middle childhood phase (six to twelve years old). Qualitative research methods were applied to gain an in-depth understanding of the children‘s experiences and views. The review of the literature provided the theoretical framework against which the qualitative research was conducted. Semi-structured interviews were constructed from the comprehensive literature review. Observations and documents were also used as research instruments to collect descriptive and supportive data. Interpretations were made from the data collected. The literature review exposed and recognised variances regarding sibling experiences about living with children with disabilities. Five information rich participants were interviewed. The findings of this empirical investigation revealed that not all the siblings identified the same experiences as shared experiences of being siblings to children with disabilities. Therefore, it is recommended that the challenges these siblings are faced with should be taken into account since it has been revealed that there seems to be a need to support these siblings and their families. The whole family is a nested system interacting with each other, within the family system and with other systems beyond the family system, including the wider community and society. Thus, siblings need regular, understandable and updated information as they grow up, regarding the challenges the families are faced with, pertaining to the disabilities experienced, within this nested system. / Psychology of Education / M. Ed. (Guidance and Counseling)