In South Africa the education system ensures that education is available and accessible to every learner. To ensure inclusivity for all learners, the implementation of accommodations for learners with barriers are vital. Research has indicated that the implementation of accommodations can be challenging at times for educators and relevant role players, e.g., policy implementers. The main aim of this study is to explore the systematic challenges when implementing the assessment accommodation policy in independent high schools in a qualitative method. This study applied the interpretivism paradigm to explore the phenomenon under study by applying Bronfenbrenner’s bio-ecological systems theory to explore the challenges experienced. An intensity case study design was selected with six participating independent high schools. Individual semi-structured interviews were conducted with each policy implementer by using intensity sampling. In addition, audio-recordings and a reflection journal were used as a data collection strategy. Using thematic analysis, three main themes emerged from the data, namely: challenges with parent, insufficient internal support for policy implementers, and inadequate services. Each theme was accompanied by a number of sub-themes. Constructed on the research findings, I conclude that when the identified systematic challenges are addressed when implementing inclusive education policies like the IEB’s assessment accommodation policy, then policy implementers, better supported, will be able to ensure that education is accessible to all learners in South Africa. / Psychology of Education / M. Ed. (Psychology of Education)

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)

This study examines stresses experienced by primary school learners with learning problems in inclusive classrooms in an Independent School. Literature suggests that learners with learning problems experience more academic, emotional and social difficulties at school than do their peers without learning problems. The Transactional Model of stress was used as a point of departure for the qualitative empirical study to understand stress as it is experienced by three Grade 4 learners. Several school stresses were identified which contributed to unmet emotional and social needs. The three central sources of stress were classified as S1 (Inability to meet perceived/anticipated demand), S2 (Overload – too much expected) and S3 (Selfexpectations not met). The learners’ own suggestions regarding the relief of these stresses were examined and contributed to guidelines to assist teachers in relieving these stresses experienced by learners with learning problems in the inclusive classroom. / Psychology of Education / M. Ed. (Guidance and Counselling)

Mildly intellectually disabled (MID) learners, in South Africa, experience a great deal of discrimination. For the Black MID learner, the situation has been the worst in that even at a time when their white counterparts received education in separate schools, nothing of the sort existed for them. Most of them found themselves in ordinary schools, a situation described by many authors as "mainstreaming by default". The new education dispensation of 1994 brought along with it the need to begin looking at ways in which these learners are to be accommodated in the education system. However, such accommodation is made difficult by the fact that teachers are not familiar with ways of catering for diversity in the classrooms. An investigation was undertaken of the phenomenon mild intellectual disability. The characteristics of these learners were studied, in order to understand how these characteristics impact on their learning. The teaching principles and learning principles that make it easier for them to learn were studied. Most of these learners experience problems with reading, writing and mathematics. Existing educational programmes in developed and developing countries were examined, together with aspects of those programmes that might be of use in South Africa. A closer look was taken at provisions for these learners in South Africa before the new dispensation. An empirical study was undertaken to investigate what manifestations these learners display, how they are assisted once they are identified and to establish if teachers receive any support from parents, school management teams and the Department of Education. Finally, it was investigated if methods used for Outcomes-Based Education can be used to accommodate MID learners. Implications were then tabled on three levels, namely, the macro level, which is the provincial level, where decisions regarding educational policy and legislation for the Province are made, the meso level, which concerns implementation at the district level, and the micro level, which is the school itself. This level concerns the teacher's task in the classroom. Finally, a training manual for school support teams was designed, tested and finalised as a document to be used in assisting teachers to support MID learners / Early Childhood Education and Development / D. Ed. (Special Needs Education)

The main aim of this study was to assess teachers’ awareness levels of dyslexia, their perceptions of their ability to identify and manage dyslexia, and their perceptions of the adequacy of their pre-service and in-service training in dyslexia. The sample comprised teachers at 16 mainstream high schools in the Western Cape. A Likert type scale questionnaire was used to collect data that were analysed by means of a sign test of difference and a Kruskal-Wallis test of variance. The results indicated that teachers had adequate knowledge of dyslexia, believed they are able to identify and manage dyslexia, and believed that they received little or no pre-service and in-service training in dyslexia. The main conclusion that can be drawn is that teachers need on-going adequate pre-service and in-service training in the field of dyslexia. / Department of Psychology / M.A. (Psychology)

The aim of this action research was to investigate how auditory perceptual deficits affect reading in learners with disabilities. The sub-questions were: What auditory perceptual deficits learners’ experience? How do educators assist learners with auditory perceptual deficits? What instructional strategies and classroom management can educators apply to assist learners with auditory perceptual skills? The data collections comprised of an informal oral assessment, observation and anecdotal notes with fifteen participants with barriers to learning, from the English first year class, within a special needs educational setting. Data analysis and validity were supported by triangulation through informal assessment, observation, my critical friend and my own critical reflection. The support of phonologic, memory, and cohesion skills, auditory skills were the reading educational construct and strategies used as intervention in order to identify the efficacy of said interventions. Both bottom-up and top-down support strategies were used in relation to the participants’ individualised educational needs. The research results and discussion included methods to improve reading and listening skills in the classroom environment. / Inclusive Education / M. Ed. (Inclusive Education)

The primary aim of the study is to investigate the effectiveness of professional teacher development for a group of teachers at full-service schools (FSSs), who are the implementers of inclusive education according to Education White Paper 6, the inclusive education policy in South Africa. The researcher used ontological and epistemological assumptions, as well as specific social research methodologies. This created a scientific grounding for the findings of the study. The methodology included a qualitative research approach and research design. Focus group interviews and observation were used for data collection. In this study purposive sampling was used. The participants in this study were chosen because of their teaching experience at full-service schools; sampling was therefore done with a purpose. Phenomenology is used in the study to decide what happens in the lived experiences of the focus group interviewees, who were teachers at full-service schools. This helped the researcher to better understand the needs and problems of the participants. During qualitative data analysis the information was organised, arranged and prepared systematically and classified into themes and categories and then coding followed. The analysis showed that in the absence of an appropriate model for professional teacher development for FSSs, the teachers at the schools were not in a position to implement inclusive education adequately. The researcher proposes a framework that is based on the ecological systems theory of Bronfenbrenner, taking the intervention collaborative framework designed by the researcher based on findings and recommendations into consideration. The collaboration among stakeholders in the different levels would encourage teamwork in the development of the FSS teacher. The full-service school teacher is influenced by various elements, the learner with diverse needs in the classroom, members of the management team, the school-based support team and colleagues at school. Members of the district-based support team, the school governing body, as well as members from the wider school community all have an influence on a teacher’s development as a professional person. / Inclusive Education / D. Ed. (Inclusive Education)

This study examines stresses experienced by primary school learners with learning problems in inclusive classrooms in an Independent School. Literature suggests that learners with learning problems experience more academic, emotional and social difficulties at school than do their peers without learning problems. The Transactional Model of stress was used as a point of departure for the qualitative empirical study to understand stress as it is experienced by three Grade 4 learners. Several school stresses were identified which contributed to unmet emotional and social needs. The three central sources of stress were classified as S1 (Inability to meet perceived/anticipated demand), S2 (Overload – too much expected) and S3 (Selfexpectations not met). The learners’ own suggestions regarding the relief of these stresses were examined and contributed to guidelines to assist teachers in relieving these stresses experienced by learners with learning problems in the inclusive classroom. / Psychology of Education / M. Ed. (Guidance and Counselling)

The main aim of this study was to assess teachers’ awareness levels of dyslexia, their perceptions of their ability to identify and manage dyslexia, and their perceptions of the adequacy of their pre-service and in-service training in dyslexia. The sample comprised teachers at 16 mainstream high schools in the Western Cape. A Likert type scale questionnaire was used to collect data that were analysed by means of a sign test of difference and a Kruskal-Wallis test of variance. The results indicated that teachers had adequate knowledge of dyslexia, believed they are able to identify and manage dyslexia, and believed that they received little or no pre-service and in-service training in dyslexia. The main conclusion that can be drawn is that teachers need on-going adequate pre-service and in-service training in the field of dyslexia. / Department of Psychology / M.A. (Psychology)

Mildly intellectually disabled (MID) learners, in South Africa, experience a great deal of discrimination. For the Black MID learner, the situation has been the worst in that even at a time when their white counterparts received education in separate schools, nothing of the sort existed for them. Most of them found themselves in ordinary schools, a situation described by many authors as "mainstreaming by default". The new education dispensation of 1994 brought along with it the need to begin looking at ways in which these learners are to be accommodated in the education system. However, such accommodation is made difficult by the fact that teachers are not familiar with ways of catering for diversity in the classrooms. An investigation was undertaken of the phenomenon mild intellectual disability. The characteristics of these learners were studied, in order to understand how these characteristics impact on their learning. The teaching principles and learning principles that make it easier for them to learn were studied. Most of these learners experience problems with reading, writing and mathematics. Existing educational programmes in developed and developing countries were examined, together with aspects of those programmes that might be of use in South Africa. A closer look was taken at provisions for these learners in South Africa before the new dispensation. An empirical study was undertaken to investigate what manifestations these learners display, how they are assisted once they are identified and to establish if teachers receive any support from parents, school management teams and the Department of Education. Finally, it was investigated if methods used for Outcomes-Based Education can be used to accommodate MID learners. Implications were then tabled on three levels, namely, the macro level, which is the provincial level, where decisions regarding educational policy and legislation for the Province are made, the meso level, which concerns implementation at the district level, and the micro level, which is the school itself. This level concerns the teacher's task in the classroom. Finally, a training manual for school support teams was designed, tested and finalised as a document to be used in assisting teachers to support MID learners / Early Childhood Education and Development / D. Ed. (Special Needs Education)