The purpose of my study was to investigate about the support that Foundation Phase learners with Mathematical problems receive from different role players and to determine difficulties faced by these learners and educators concerning Mathematical barriers. Based on the findings from my study, recommendations were made to the Department of Education and educators who had learners experiencing problems in Mathematics. This study was of qualitative approach and it was conducted in three different primary schools. In my study, open-ended questions were used in a form of interviews. The interviews took place at the three different schools. Participants were told that their interview was voluntary and they were free to withdraw at any time if they felt uncomfortable. The data was collected by writing response from participants and using tape recorder. It was then transcribed, organised, marked by hand, and coded to produce labels that allowed the key points of the information to be highlighted. In my study, I maintained strict confidentiality to protect identity of participants and research sites. My study provided valuable information for future studies with regard to learners with learning barriers in Mathematics in Foundation Phase. / Inclusive Education / M. Ed. (Inclusive Education)

Thesis (M.Ed. (Curriculum Studies) -- University of Limpopo, 2022 / The main purpose of this study was to investigate enablers and inhibitors to implementing inclusive education in the Foundation Phase of rural schools in the Capricorn district, Limpopo province. The study was conducted in three primary schools (Foundation Phase) in the Capricorn district of Limpopo Province, South Africa. All the sampled schools have or once had special needs learners. This study employed qualitative research approach, which was backed by the case research design. Data were collected through in-depth interviews, focus group and document reviews. The interviews were backed by a tape recorder for quality and storage purposes. Eleven Foundation Phase teachers were sampled (but 10 interviews were used because the voice recording device I used to record, damaged the voice clip of an interview I had with T3A, and it was impossible to schedule another meeting due to school examinations commitments). These teachers were sampled using the purposive sampling technique. Data were analysed through the thematic data analysis method. The reviewed documents were The South African Schools Act (SASA), Education White Paper 6 (WP6) and Screening, Identification, Assessment and Support policy (SIAS). The findings were as follows: teachers showed an appealing understanding of inclusive education and teachers and policies agreed that Foundation Phase learners are susceptible to exclusions and priority must be projected towards them. Teacher training (inclusion workshops) and curriculum (lesson) differentiation are the chief enablers to implementing inclusive education at the sampled schools, yet challenges are pertinent. Unproductive workshops, overcrowded classrooms and a lack of resources, exclusion of rural teachers’ views on inclusion policies and issues of foreign learners are some of the factors that appeared key factors to inhibiting inclusion at the sampled schools.

Thesis (M.Ed. (Community and Continuing Education)) -- University of Limpopo, 2022 / This study is an exploration of the educational needs and assets of the visual impaired undergraduate students at a Rural-Based University in South Africa. The research question addressed is What are the educational needs and assets of the visual impaired Undergraduate students at a Rural-Based University in South Africa. The study is underpinned within the interpretivist paradigm. A qualitative research approach was adopted, utilising a case study design. Data was collected through document analysis, semi-structured interviews and observations. Analytic induction in which themes, patterns and categories emerged from the data was deemed appropriate. The study sample was composed of the Director of Reakgona Disability Centre, four the visual impaired undergraduate students from the three faculties of the University of Limpopo (Humanities, Management and Law, and Science and Agriculture), as well as four academic staff members teaching the sampled students. The total study sample comprised nine participants. The study has revealed the existence of a highly inflexible curriculum, lack of assistive devices, poor teaching and assessment strategies, untrained academic staff, poor support from the majority of academic staff members, poor support from a few of the peers with normal sight, difficulties during transition from secondary school to university, and limited library services that led to the marginalisation of the visual impaired undergraduate students. The study also found that the visual impaired undergraduate students possess the following educational assets: the availability of Reakgona Disability Centre, support from the majority of peers with normal sight, support from a few academic staff members, availability of associations and institutions that offer financial assistance to the visual impaired students, and the health clinic that provides health care. Based on the findings of the research some conclusions were drawn. Several recommendations are made to address the educational needs and assets of the visual impaired undergraduate students at a Rural-Based University in South Africa. Suggestions for future research are made to close the gap that exists in research on the education of students with visual impairments

Text in Afrikaans / The aim of this study was to identify and describe the components of a parent support program for the parent of children with mental retardation in the ELSENunits of Parow Preparatory School. This study is the first step in compiling a parent support program for full service schools, since it can be utilise in the establishment of such a program. This study does not address composition of such a parent support program. A qualitative approach was used. Empirical data was gathered through the use of focus groups consisting of 28 parents of children in the ELSEN-unit of Parow Preparatory school. An interview scedule consisting of semi-structured questions were used during the focus groups. Themes were identified and dealt with in accordance with relevant existing literature and literature control. Conclusions and recommendations were made in connection with the components of a parent support program for the parent of children in the ELSEN-units of Parow Preparatory School . / Social Work / M.Ed. (Kurrikulumstudies)

Text in Afrikaans / The aim of this study was to identify and describe the components of a parent support program for the parent of children with mental retardation in the ELSENunits of Parow Preparatory School. This study is the first step in compiling a parent support program for full service schools, since it can be utilise in the establishment of such a program. This study does not address composition of such a parent support program. A qualitative approach was used. Empirical data was gathered through the use of focus groups consisting of 28 parents of children in the ELSEN-unit of Parow Preparatory school. An interview scedule consisting of semi-structured questions were used during the focus groups. Themes were identified and dealt with in accordance with relevant existing literature and literature control. Conclusions and recommendations were made in connection with the components of a parent support program for the parent of children in the ELSEN-units of Parow Preparatory School . / Social Work / M.Ed. (Kurrikulumstudies)

Resting against a background of local and international movements in respect of human rights, South African educators have had to implement a new curriculum, accept diversity and address inclusive education with little or no training, insight and knowledge. Challenges at all levels in education, impact on the successful education of children and the future of young adults who must as equal members of society enter a fast changing global economy. Challenges for educators in South Africa are unique. The lack of knowledge and training for educators and an inadequate infrastructure of the country present as some of the challenges for educators. This qualitative study deals with the subjective experiences of educators in primary schools. The research indicates that when these challenges are addressed educators will be both, better supported and disposed, towards the implementation of inclusive education idealised as the panacea for social transformation in South Africa. / Educational Studies / M. Ed.

The purpose of this study was to investigate the impact of negative influences facing children with physical disabilities living in rural areas. Children with physical disabilities living in rural areas of South Africa have to deal with many negative influences in addition to their disability. The main theme is that all children in rural areas face negative influences, but these are far worse for the children with physical disabilities. Societal and educational exclusion and poverty continue to place these children at a disadvantage despite South Africa’s policies that promote inclusion and equality. These rights are central to a meaningful democracy yet; research indicates that children with physical disabilities remain in a hopeless situation in the rural areas. To escape their plight inclusive education is pivotal. It is argued that the government’s capacity to deal with all the negative influences is limited and this therefore necessitates community involvement. Bronfenbrenner’s Bio-ecological approach was used both to investigate the impact of the negative influences facing children with physical disabilities as well as providing a framework that tackles the barriers that prevent this marginalised group of children having an equal opportunity to education. A qualitative and ethnographic study was undertaken to investigate these issues. This entailed the researcher living in four rural areas in KwaZulu-Natal, and collecting data through community participation, observations, questionnaires and interviews as well as photographs and drawings collected from the children. Data was analysed and poverty and exclusion clearly impacted not only on the children with physical disabilities, but their parents/caregivers. It became clear to the researcher that unless this group of children received early intervention to prepare them for education they would not be able to be included in formal education from Grade 1 but would need to begin their schooling in a specialised and exclusive environment. A framework for intervention based on Bronfenbrenner’s model was formulated that involved community involvement on the micro and mesosystemic levels. This framework is unique in that it will provide intensive early intervention for children with physical disabilities with the explicit aim of preparing them for inclusion and at the same time giving their parents/caregivers an opportunity to escape their plight of poverty.Every child in South Africa according to our Constitution and other policies is guaranteed equality. This equality needs to be provided to children with physical disabilities before they attend formal schooling and end up floundering never having had the opportunity to lift themselves out of the cycle of poverty that they face. Contemporary models for understanding these negative impacts and exclusion suggest that an important outcome of rehabilitation services is to optimise children with physical disabilities participation in the home, school and community life. Bronfenbrenner’s Model is based on the premise that disability involves an interaction between features of the child and features of the environment that can be adapted to promote educational inclusion and thus reduce the cycle of poverty. / Psychology of Education / D. Ed. (Inclusive Education)

The South African government introduced Full-service schools to provide quality education to all learners through flexibility to meet the full range of learning needs. Full-service schools are institutions that strive to transform themselves, proactively addressing the barriers to learning and increasing participation of the learners and educators in the teaching and learning process. This can be achieved by enhancing the flexibility of teaching and learning methods used. This study therefore focused on the teaching and learning methods used in inclusive classrooms to accommodate diversity. This was a case study that was conducted at Mphuphuthe Full-service school at Ledig, situated in the Bojanala Region in the North West Province. A qualitative approach and purposive sampling was used. The triangulation of data collection methods using three data collection instruments, namely focus group interview, observation and document analysis was used. The results showed that teaching and learning is flexible, making use of differentiated methods such as multilevel teaching; songs and rhymes; storytelling using pictures, puppets and big books. Dramatisation was used in instances where learners acted out the stories they were told. Cooperative learning was used for problem solving activities and projects so that learners could work together. Differentiation in terms of lesson planning, activities and assessment standards was used to accommodate all the learners. Based on the findings, recommendations were made for effective teaching and learning in inclusive classrooms in the Foundation Phase. / Inclusive Education / M. Ed.(Inclusive Education)

Text in Afrikaans / The purpose of this study is to identify the role of the parents in the continuous inclusion of learners with Down’s syndrome in inclusive education. The study was conducted in the South African context with the parents of children with Down’s syndrome and who are currently included in inclusive education in Gauteng. The roles that these parents play in the inclusion of their children were identified by means of semi-structured interviews. This was done according to a qualitative phenomenological research design within the theoretical framework of the bio-ecological model of Brunfenbrenner. Results from this study indicated that parents will have to fulfil specific roles in a multi-faceted manner to ensure continuous inclusion for these learners with Down’s syndrome in inclusive education. The primary contribution of this study is towards the expansion of the theoretical knowledge of the role of the parents in continuous inclusive education of learners with Down’s syndrome. / Die doel van hierdie studie is om die ouers se rol by die kontinue insluiting van leerders met Downsindroom in inklusieweonderwys te bepaal. Die studie is binne die Suid-Afrikaanse milieu onderneem met die ouers van leerders met Downsindroom wat tans gewone inklusieweonderwys in Gauteng ontvang. Semi-gestruktureerdeonderhoude is gebruik om die ouers se rol in die kontinue insluiting van hul kinders in gewone inklusiewe onderwys te identifiseer. Hierdie studie is volgens’n kwantitatiewefenomenologiesenavorsingsontwerp binne die teoretiese raamwerk van die bio-ekosistemiesebenaderingsmodel van Bronfenbrenner uitgevoer.Die bevindings van hierdie studie toon dat ouers spesifieke rolle behoort te vervul om hierdie leerders se kontinue insluiting in inklusiewe onderwys te verseker. Die primêre bydrae wat hierdie studie sal lewer, is tot die uitbreiding van teoretiese kennis aangaande die ouers se rol in die insluiting van leerders met Downsindroom in inklusiewe onderwys. / Inclusive Education / M. Ed. (Inklusiewe Onderwys)

Since 1994, the South African education system has undergone a number of paradigm shifts culminating in the implementation of the policy of Inclusive Education as highlighted in Education White Paper 6: Building an Inclusive Education and Training System. The purpose of this research was to explore how foundation phase learners who experience severe intellectual barriers to learning are provided with high levels of support at special schools in the Pietermaritzburg district. A case study design was embarked upon as this allowed for an in-depth exploration of the above research question. Three special schools in the Pietermaritzburg district that cater for learners who experience severe intellectual barriers to learning were chosen for this investigation. Quantitative and qualitative research methods, consisting of questionnaires, interviews and observation were utilised. The findings reveal that educators at these schools do provide high levels of support to foundation phase learners who experience severe intellectual barriers to learning. / Inclusive Education / M. Ed. (Inclusive Education)