The main assertion in this dissertation is that there is a lack of adequate and appropriate parental involvement in the education of learners with mild intellectual impairment in mainstream schools in Sisonke District. Empirical research was conducted to understand the perceptions of parents and teachers of the involvement of parents in the education of learners with mild intellectual impairment in mainstream schools. The focus was on parents and teachers in an extreme poverty context in Sisonke District of KwaZulu-Natal. A qualitative investigation of parental involvement in five mainstream schools was conducted by collecting data through interview, observation and documents analysis with ten parents and five teachers. The literature that was reviewed focused on the factors that increase and hinder parental involvement, prevalence of intellectual impairment, theories related to family, school and community partnership and inclusive education. The research has revealed that the lack of adequate and appropriate parental involvement at mainstream schools admitting learners with mild intellectual impairment is influenced by factors such as poor socio-economic background, high illiteracy, cultural beliefs, and parents’ denial of intellectual impairment, diversity, lack of teacher training in parental involvement, lack of healthy inclusive climate characteristics, parents’ attitudes and perceptions. The investigation further found that there is an urgent need for teachers to acquire knowledge, skills and strategies for active involvement of parents in inclusive mainstream schools. Each School Management Team (SMT) should strive to create a climate of inclusion that displays healthy school characteristics in order to improve parental involvement in mainstream schools. / Inclusive Education / M. Ed. (Inclusive Education)

There has been a paucity of research concerning vocational training of learners with special education needs. The literature study focused on a vocational training and transition planning programme in the United States of America, which could provide as a useful guide to educators and school managers, when implementing vocational training and transitional planning in South Africa. Research was conducted using semi-structured interviews with educators and principals at special schools, observation of learners whilst performing skills training and documentary analysis, to explore whether learners with barriers to learning are receiving skills training that could position them for employment in the open labour market after they exit school. Findings revealed that principals and educators at special schools are faced with challenges in the learner’s microsystem, exosystem and macrosystem, resulting in the inadequate preparation of learners with special education needs for employment in the open labour market. Based on the findings, recommendations in terms of Bronfenbrenner’s Ecological Systems Theory were made, to increase the opportunity for learners who experience barriers to learning, to be engaged in meaningful employment. / Education Management / M. Ed. (Education Management)

This study investigates the role of cultural diversity on social wellness in a diverse school setting. It explores the views of learners and teachers on issues pertaining to cultural diversity and social wellness in the school. An integrative lens encompassing Hettler’s (1970) wellness theory and Letseka’s (2000) Ubuntu principle were used as the framework to guide the study. The interpretivist paradigm was used because the research method for this study is qualitative in nature. Purposive sampling was used in this study where fifteen participants were selected. The approach used is a case study, with the case being a multicultural primary school in Gauteng Province, South Africa. Ethical clearance was obtained from the Unisa’s Ethics Committee. Furthermore, permission was granted by the Department of Basic Education and the school’s principal. All participants signed consent and assent letters before data were collected. Learner participants gave their assent to take part in the study after consent had been obtained from their parents and guardians prior to the commencement of data collection. Data collected reflected the participants’ understanding of the need and means to promote social wellness within a culturally diverse school setting. It also suggests that it is possible to make diversity work for, instead of against us as is advocated for by Sheets (2005). The themes that emerged from collected data were: knowing one another as well as each other’s cultures, respect for equality and human dignity, loving kindness and compassion towards everyone, practicing good manners and discipline towards everyone, positive social interaction/desired attitude and also leading by example. These themes form guidelines that can be used in promoting social wellness in the school. / Inclusive Education / M. Ed. (Inclusive Education)

Using a qualitative case study method, this study sought to understand parents’ perceptions of the implementation of inclusive education that their learning disabled children experienced at independent schools when compared to the guidelines for implementing inclusive education as provided for by the Department of Education’s Guidelines for Responding to Learner Diversity in the Classroom through Curriculum and Assessment Policy Statements 2011. In line with universal human rights movements and South African law, the inclusion of learners with learning disabilities or learning barriers into mainstream classrooms is necessary to enable them to succeed. South Africa adopted a policy of Inclusive Education in 2001 with the policy document, ‘The Education White Paper 6 on Inclusive Education’. This document paved the way for new approaches to teaching, learning and assessment. To achieve the intentions of the Department of Education (DoE) the Department of Basic Education has published numerous guidelines for addressing inclusion in the classroom. This research focused on the most recent guideline entitled ‘Guidelines for Responding to Learner Diversity in the Classroom through Curriculum and Assessment Policy Statements 2011’ by focusing on curriculum differentiation and accommodation for learners with learning difficulties Independent schools maintain that they are not obliged to follow the DoE’s policy documents and guidelines because they are independent. The question is, do they have their own protocols in place to replace those of the DoE? However, the argument is that independent schools should be held accountable for the effective learning support of learners in their schools that experience barriers to learning by having the same or similar policies and guidelines as those of the DoE. The researcher used the guidelines provided by the DoE as a benchmark for the implementation of support measures in inclusive education to study the practices and specific support offered to learners experiencing learning problems in independent schools. The research revealed that the absence of explicit guidelines at independent schools creates uncertainty among parents. The researcher concluded that when independent schools do not deliver the anticipated appropriate support, parents are powerless to demand more effective support for their children. The opinion of the parents was that the implementation of inclusive education at independent schools can be advanced by the adoption of guidelines that are similar to those in use at public schools. / Inclusive Education / M. Ed. (Inclusive Education)

The study explores the experiences of inclusion of learners with visual impairment into mainstream schools in Mdantsane and Duncan Village in the Eastern Cape. The learners previously attended a special school away from home for the visually impaired in Port Elizabeth. The study delves into the barriers to inclusion as identified by the parents, educators and learners. A study of this nature was essential as many learners with visual impairment, are sent away to special schools on the grounds that they are unfit to attend mainstream schools when they could do well in mainstream schools when provided with appropriate support. As inclusive education is fairly new in South Africa, studies of this kind provide the Department of Education with some understanding of what the situation is with regard to the implementation of inclusive policies. The study attempts to establish from the participants what they think inclusive education is, the reason for introducing inclusive education, the barriers to inclusive education and the kind of support required to implement inclusive education in South Africa. Data collection was through semi-structured interviews and focus groups. A sample of educators, learners and parents was selected from two high schools and one primary school. Coding was used in data reduction and analysis. The study revealed that some learners, educators and parents are not totally against inclusive education as long as they could be provided with the necessary support. The study also revealed the excitement of learners and parents about attending nearby schools which are close to their homes. However two parents and learners are not satisfied due to lack of support and would rather go back to special school. The study ends with recommendations about how inclusive education could be intensified to ensure that learners with disabilities benefit from the mainstream schools. There is no doubt that this research study will be a strong contribution towards inclusive education initiatives particularly with regard to learners with visual impairment in the Eastern Cape Province.

This study aims at examining capacity building for Foundation Phase Mathematics teachers in curriculum differentiation in Limpopo Province. Proceeding within the framework of inclusive education, it takes as its point of departure two issues which are collectively critical for learner performance in Mathematics, namely, teacher capacity and differentiated instruction. The study revolves around the view that for improved learner achievement in Mathematics, particularly in lower grades, instructional practices aimed at supporting learners should be differentiated; and, that for this to be possible, teachers should be equipped with the capacity needed to carry out curriculum differentiation. This view emerges from the convergence of three problems which constitute the motivation for conducting this study. The first problem is poor learner achievement in Mathematics in South Africa, which is a subject dominating the public media and scientific discourse. The second problem is a documented general lack among teachers of appropriate knowledge, skills and attitudes needed for modification and adaptation of curriculum to the differentiated needs of learners. The last problem is the changing curriculum policy context in which teachers work as represented by the current national curriculum policy taking place against the backdrop of the broader South African education transformation agenda, geared towards inclusion. Underlying these problems is the recognition of curriculum as constituting one of the barriers to inclusive education.Based on an assumption that poor performance of learners in the Foundation Phase Mathematics is due to teachers’ inability to differentiate curriculum and their lack of the necessary capacity, this study adopts a qualitative research design and follows a qualitative approach to examine the problem. Data was collected by means of interviews, observations and document analysis. Twelve Mathematics teachers from three purposively selected schools and one curriculumadvisor from one circuit participated in the study. Data were analysed by means ofBraun and Clarke’s method of thematic analysis. The results present the challenges that Foundation Phase Mathematics teachers face, which include inability to respond to learner diversity and inadequate training in curriculum differentiation. / Inclusive Education / M. 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)

This study investigated how educational policies and law affect the teaching and learning of inclusive education in overcrowded Gauteng classrooms. The intention of the study was to explore various challenges that teachers are facing to implement inclusion policies in the classroom; determine different ways in which teachers implement inclusive education in overcrowded classrooms; establish if inclusive education policies are realistically implemented in overcrowded classrooms in Gauteng and to determine if the needs of learners are truly met in these public school classrooms. It was a qualitative study. Teachers teaching in the Foundation Phase were interviewed and they also participated in focus group discussions. This study revealed that educational policies and law do affect the teaching and learning of inclusive education in overcrowded Gauteng classrooms. Inclusive education can only be successful if teachers have an extensive understanding of how to identify barriers to learning, obtain skills to implement inclusive education in overcrowded classrooms and plan for diversity with confidence. / Educational Management and Leadership / M. Ed. (Educational Leadership and Management)

This research is about bullying in schools. The aim of the study was to investigate how the problem of bullying is understood in schools, its causes, types, effects, general patterns and strategies to curb this bullying problem in schools derived from the bioecological theory, through interviewing teachers, learners and principals at secondary school level. Qualitative approach and a case study were used. This qualitative research was conducted at three inclusive secondary schools in Johannesburg North District in Gauteng province in South Africa through engaging eighteen learners in Grade Eleven and Twelve in focus groups. One focus group composed of six learners was conducted at each of three participating schools. Nine teachers, three from each of the three participating schools were involved in semi- structured interviews to solicit data on how they understand bullying, its causes, types, effects, general patterns and ways of addressing bullying in schools. Three principals, one from each of the selected schools also participated in this study. All the participants participated in this research through invitation to voluntary participation after being made aware of the purposes of the study by the researcher. Thus, a purposive sample of three principals, nine teachers and eighteen learners was used by the researcher. Semi- structured interviews and focus group interviews were used as research instruments in this study. Teachers and principals were engaged in semi- structured interviews and learners were involved in focus group interviews. The bio- ecological theory and the wellness theory were used as theoretical frameworks in this research to understand bullying, its causes, types, effects and general patterns, so as to come up with strategies to address bullying that target the learners’ social contexts rather than the learners themselves as is with the case with the psychological model. Before conducting this research, the researcher obtained ethics clearance from the University of South Africa’s ethics committee, clearance was also obtained from Gauteng Department of, clearance from Johannesburg North District as well as acceptance letters from participating inclusive secondary schools. The researcher also obtained assent from the eighteen Grade eleven and twelve learners who participated in this study. Assent was also obtained from parents of learners who participated in this research. Consent was also obtained from the nine teachers and three principals who participated in this research. After conducting focus group discussions and semi- structured interviews with teachers and principals, the researcher transcribed data verbatim for the purposes of analysing it. After transcribing data, it was colour coded, then categorised and categories were further fused into themes which were discussed in chapter five in relation to literature reviewed in chapter two. Some interesting findings were discovered in this research. Lack of resources, violence and violent video games were found to be causes of bullying in schools. ‘Gangsterism’ and peer influence were said to be general patterns of bullying in schools. Low academic performance and absenteeism were said to be effects of bullying in schools. Physical bullying, verbal bullying, emotional bullying, social bullying, sexual bullying, teacher- learner bullying, learner to learner bullying, gender based bullying and cyber bullying were said to be some types of bullying prevalent in schools. Working with various stakeholders in education such as organisations like Love Life, S.E.N.C.A, South African Police Services and Community Based Youth Centres as well as other professionals like social workers, psychologists and specialist teachers was found to be helpful address bullying in schools. Findings also indicated that involving parents and community leaders in school activities assist to address bullying in schools. Installing cameras and suggestion boxes, reporting all forms of bullying installing cameras, bullying awareness campaigns, training staff and having bullying lessons in the school timetable were mentioned effective methods of eradicating all forms of bullying in all schools. However, the study recommends that, teachers and principals be staff developed on issues related to how bullying is understood in schools in relation to its causes, types, effects, general patterns and strategies to stop it in school. / Inclusive Education / M. Ed. (Inclusive education)

This study investigated the education, training, and developmental support offered to employees with disabilities, the contribution thereof to their wellness, and the support needed to further improve their wellness. The Bio-psycho-social Model of Disability and the Six-dimensional Model of Wellness were used as the theoretical lenses to better understand disability and wellness. The aim was to answer the research question, “What kind of education, training, and developmental support is offered to employees with disabilities in organisations?” Within the interpretivist paradigm, the researcher used qualitative research to better understand the wellness experiences and developmental needs of employees with disabilities. Twelve participants were identified with the assistance of organisational representatives as part of snowball sampling, before the researcher conducted semistructured interviews with each. The researcher and an independent co-coder then analysed the data, using content analysis. The study revealed that participants described mostly positive experiences on all six wellness dimensions, but they considered the education, training, and developmental support provided insufficient on most of the dimensions. They indicated that, to improve their wellness, their employers need to offer disability-specific education, training, and developmental support to all stakeholders including colleagues, managers and community members. This stressed the need for a wellness framework that includes the education, training, and developmental needs unique to disability. The Wellness Framework for Employees with Disabilities proposed as a result of this study indicates the participants’ personal and work-related developmental needs, as well as the organisational and community development they feel will contribute to their wellness. This support should also empower employees with disabilities to become change champions for disability, to drive disability awareness, and, with organisational support, change and ensure the implementation of relevant public policies. The study was limited by the availability of research on disability, and further research to evaluate the effectiveness of the proposed wellness framework and the disability-related public policy developed since 2014 is suggested. Future studies could also investigate other wellness variables, to holistically understand the wellness of persons, specifically those with disabilities. / Inclusive Education / D. Ed. (Inclusive education)