Thesis (M. Ed.) --University of Limpopo, 2018 / The purpose of this study is to describe the extent to which universities prepare student teachers for inclusive education implementation, using University of Limpopo as a case. The study followed a qualitative research approach where a case study design was adopted. The study population consisted of all the third year students in the school of education. Eight student teachers were recruited to participate in the study through a purposive sampling strategy. The data was collected through two methods, namely interviews and document analysis. The data was analysed through thematic content analysis where themes were developed based on the verbatim transcripts from the data collected. The study came out with six findings namely: Lack of a clear understanding of what inclusive education is, lack of comprehensive course material, lack practical experience (the gap between theory and practise), no clear policies on teaching, learning and assessment in inclusive education, teaching strategy used by the lecturer is ineffective; and unpreparedness in teaching a diverse classroom. These findings implicate that the current training is insufficient to prepare students to effectively implement inclusive education. The study recommends that the current program be revised and repacked in order to advance the ideals of inclusive education in South Africa

Thesis (M.ED. (Educational Psychology)) -- University of Limpopo, 2012 / The purpose of this study was to compare the perceptions of three groups of parents; parents with special needs children in regular schools (n=16), parents with special needs children in special schools (n=16) and parents with special needs children not enrolled in either regular or special schools (n =18) towards inclusion in Capricorn District. Their perceptions were sought with regards to inclusion in regular schools, general education teacher’s attitude and sociocultural constraints on inclusion. Causal comparative and quantitative design inclusive of administration of structured questionnaire was adopted for this study. From the basic descriptive and inferential statistics [ANOVA and Tukey (HSD) test], there was a significant difference (p < 0.05) in perceptions among the three groups on 59% and 46% of the statements addressing inclusion in regular schools and sociocultural considerations respectively. No significant difference was observed (p > 0.05) on 76% of the statements on teachers’ attitude. Despite certain concerns, the perceptions of parents with SN children in RS (Group 1) were largely in favour of inclusion as opposed to parents with SN children in SS (Group 2) and parents with SN children not enrolled in either RS or SS (Group 3). There was a general consensus by all 3 groups of parents on the negative effects of general education teachers’ attitudes on inclusion. The results further suggested that the sociocultural paradigm as envisaged by parents from Group 3 influenced not only their expectations but also those of others (children without SN, teachers and the community at large) about children with SN. Against this backdrop, a more detailed investigation on the influence of culture on parents’ perception of inclusion is recommended.

Education policy in South Africa seems set to follow the international trend towards inclusion of learners with special education needs. [LSEN]. Research has shown that the attitudes of educators towards mainstreaming are one of the most important factors impacting on the success of the implementation of this philosophy. Against this background, the study investigated the attitudes and views of educators regarding inclusive education. To achieve the objectives, a quantitative research approach was used. The questionnaire was administered to one hundred and twenty five primary / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2006.

This research study explored the process in the development of theTeacher Support Team in assisting teachers of learners with special educational needs in the mainstream classroom. This research was conducted in the context of the restructuring of the South African Education system. The Policy Document White Paper 6 (2001) states that all learners irrespective of the barriers to learning and development have a right to be educated in the ordinary school, together with their peers.

Text in Afrikaans / Die konsepdokument van die National Curriculum Statement (2003) van die Onderwysdepartement in Suid-Afrika staan 'n inklusiewe benadering voor met verwysing na gehalte-onderwys vir alle leerders, en maak sodoende voorsiening vir die diversiteit van leerders. Die National Curriculum Statement stel dit (vir die eerste keer in Suid-Afrika) onomwonde dat die nuwe Nasionale Kurrikulum voorsiening sal maak vir alle leerders met struikelblokke tot leer (StL) in teenstelling met hulle uitsluiting in die verlede van gewone onderwys of hoofstroming by verstek. Beperkte navorsing het aan die lig gebring dat onderwysers opleiding benodig om die verskeidenheid struikelblokke te hanteer wat leerders moontlik kan he. Die navorser het die weg gebaan vir die opleiding van onderwysers en leerders om StL te akkommodeerdeurditas deel van die leerondersteuningsmateriaal in te sluit. Die vertrekpunt van die opleidingsprogram is dat elke mens in 'n sekere mate struikelblokke het om te oorkom en dat die opvoedkundige gemeenskap elkeen van daardie gemeenskap kan insluit en versorg. / The draft document of the National Curriculum Statement (2003) of the Department of Education in South Africa promotes an inclusive approach regarding the quality education of all learners, thus including provision for diversities of learners. The National Curriculum Statement states explicitly (for the first time in South Africa) that the new National Curriculum will provide for all learners with barriers to learning (BtL) as opposed to their previous exclusion from ordinary education or mainstreaming by default. Limited research - has shown that teachers need training to deal with the variety of barriers that learners may exhibit. The researcher pioneered the concept of including the training of teachers and learners to accommodate BtL as part of the learning support material. The training programme's point of departure is the view that, to some extent, every person has certain barriers to overcome, and that the educational community can include and care for each and every member of that community. / Educational Studies / M.Ed. (Inclusive Education)

The study is premised on the assumptions that learners with special educational needs are not fully included in regular schools and that perceptions of teachers influence their behaviour toward and acceptance of learners with special educational needs in regular classes. In light of this, the aim of the current study was to examine the nature and extent to which learners with special educational needs are included in regular schools with the ultimate aim of assisting learners with special educational needs to be fully catered for by schools and teachers. The researcher opted for the mixed method approach which is embedded in the post positivist research paradigm. The mixed method approach makes use of quantitative and qualitative methods of data collection, presentation and analysis. Data were generated from a sample of 60 teachers and 4 principals from 4 regular primary schools mainly through questionnaires. Data were also generated from interviews, observation and documents. These data from interviews, observation and documents were used to buttress results from the questionnaires. The findings of this present study showed that many schools are now moving towards inclusivity. There is a relative prevalence of learners with disability in schools. The study also established that the inclusion of learners with special educational needs in regular schools was faced with a number of problems. There were inadequate professionally-trained teachers in schools. Shortage of classrooms, large class sizes, equipment and materials affected the quality of access to education for learners with special educational needs. Although there was significant support at school level, it emerged that there was inadequate quality in-service training programmes for teachers conducted by district officials. Overall, the findings of the study have confirmed the assumptions of the study. For learners with special educational needs to be fully included in regular schools, the study would recommend that the government improve the quality of teachers through in-service training programmes. Moreover, schools must be adequately resourced and government should commit itself to the alleviation of large class sizes. The study further revealed that, gaps still exist in the inclusion of learners with special educational needs between the intended and the actual practice. The study, therefore, recommends that research be conducted with the possibility of establishing strategies for the inclusion of learners with special educational needs in regular schools. This might improve the actual practice of including learners with iii special educational needs in regular schools. In turn, learners with special educational needs can be said to have equal access to education.

This research investigated the extent to which the Inclusive Education policy (Education White Paper 6) has been implemented in primary schools in the Wakkerstroom Circuit in Mpumalanga province since its inception in 1997. The investigation took place during the period between March 2013 and July 2014. The people who participated in this study were primary school teachers, including four principals from the sampled primary schools; the representative from the district-based support team, Inclusive Education Department (curriculum implementer); and the circuit manager of the Wakkerstroom Circuit. Data was collected from teachers using a questionnaire, and structured interviews were used to collect data from the district-based support team representative and from the Circuit manager. Data from the questionnaire was analysed statistically, and data from structured interviews was analysed qualitatively. Results showed that the Inclusive Education policy was not implemented in primary schools in the Wakkerstroom Circuit as it was planned by the Department of Education and described in Education White Paper 6. Recommendations included the availability of an implementation guide for primary schools regarding Inclusive Education; involvement of stake holders in the implementation of Inclusive Education (parents and experts in different relevant fields); involvement of primary school teachers in planning the Inclusive Education policy; providing primary schools accommodating learners with special education needs with relevant resources; and training of in-service primary school teachers in Inclusive Education. / Inclusive Education / M. Ed. (Inclusive Education)

M.Ed. (Educational and Learning Support) / The research problem addressed in this research essay focused on the teaching strategies that were used by the teacher in the classroom to facilitate inclusion. The investigation was carried out with the aim of exploring these teaching strategies. The South African Constitution supports the inclusion of learners with barriers to learning and development in regular classrooms as a human rights issue. This right is further underpinned by White Paper 6, which compels all the schools to admit and accommodate these learners in their classrooms. One of the aims of inclusion is quality education for all. The change to inclusion implies that teachers are required to adapt their teaching strategies to accommodate all learners in their classrooms. This means that teachers need to be trained in the relevant teaching skills if they are to accommodate the needs of all learners in their classrooms. Qualitative research methods were used for data collection and analysis. The literature review in this investigation was confined to inclusive teaching strategies, the teacher used to accommodate learners with barriers to learning in her classroom. It also included the development of an inclusive education and training system, the principles of inclusive teaching strategies and the role of the educator in response to change. To identify the school and a suitable classroom for observation, purposive sampling was used. Two individual interviews and four observations were used to collect data. Data collection took place in a classroom situation were the researcher observed the strategies the teacher used to include all learners in the classroom. Data analysis in this study was done using the constant comparative method. Findings indicated that the teacher adapted her teaching strategies to accommodate learners with barriers to learning and development in her classroom. The strategies she used were co-operative learning, direct instruction and motivation. She has found the value of collaborating with colleagues and thus began the process of teacher support. The Education Support Services can use the findings of the investigation towards the structuring of training for teachers in inclusive settings.

This research study was aimed at the Grade 2 Afrikaans Home Language learners who encounter reading, comprehension and phonics barriers in an inclusive classroom. The Grade 2 Curriculum and Assessment Policy Statement (CAPS) Home Language curriculum and pass requirements that the learners have to master in the mainstream, was a major concern. Consequently, seventy per cent of the Grade 2 Afrikaans learners have already failed Grade 1 or 2; and some seemed to be borderline cases; as their pace of development was so slow. The intervention programme was implemented intensively outside normal school hours, through qualitative and quantitative data collection, known as the multi-method. The research approaches were conducted through action research and case-study research. Bronfenbrenner’s model indicated that intrinsic and extrinsic factors cannot be disregarded in the learner’s holistic development; therefore, parent involvement was vital during the research study. As the Individual Learner Support Team (ILST) coordinator at the research school, I have experienced the despair and perplexity of the teachers, when dealing with teaching challenges; but also, that of the learners, who face barriers to learning. A sample of six learners was identified; and one parent in each household was active during the study. The parent’s responses varied from limited to worthy feedback throughout the intervention programme. The learners’ responses were observed during the intervention programme, the classroom situation; and their perceptions during the semi-structured interviews were recorded. The intervention programme links with the Screening, Identification, Assessment and Support of SIAS process; and it involved the assistance of a remedial expert by applying remedial education, without psychometric tests. The findings revealed that the learner must be intrinsically motivated to co-operate fully. And this relates to both intrinsic and extrinsic influences. Recommendations are offered to the various stakeholders, who are directly or indirectly engaged in the learner’s scholastic development, to ensure corrective and supportive measures, which are conducive to learning.

This thesis is an account of the transformation of my personal thinking and practice, as I developed my own new living theories about my practice. As I chose an action research approach for my research, my research is practice based, as outlined by Whitehead (1989), McNiff, Lomax and Whitehead (2003), McNiff and Whitehead (2005b), and Whitehead and McNiff (2006). As McNiff et al. (2003) explain, action research focuses on learning and embodies good professional practice and praxis; it will hopefully lead to personal and social improvement; it is a response to a social situation; it demands critical thinking and political intention; and the focus is on transformation within this thesis. The thesis comprises an account of my learning at both theoretical and practical levels, as I discovered how to live my values more fully in my practice. Inclusivity and leadership establish a set of values and purposes that underpins the educational process in a school. The individual commitment of the teachers and leader drives the values and purposes into reality. Values without implementation do little for school improvement. It is in dealing with the challenge to change and improve, often by confronting unacceptable practices, that teachers and leaders show their educational values. The thesis is the story of how I learned to speak for myself and came to regard her as a person who has something to say for herself in the context of the impoverished schools of South Africa. My thesis is an articulation of my belief that teachers and learners should be counted „among those with the authority to participate both in the critique and in the reform of education‟ (Cook-Sather, 2002:3). It also articulates my commitment to a scholarship of teaching that allows teachers to learn from pedagogical experience and exchange that learning in acts of scholarship that contribute to the wisdom of practice across the profession (Shulman, 1999:17). Collaborative and reflective discussion allowed me to capitalise on the social nature of learning. I not only considered how education could be used to assist children‟s growth, learning and development, but also applied the same concepts in the development, growth and learning of their teachers. I would argue that through my own work, I have attempted to establish a community of enquiry within my school that draws on a multi-generational model of knowledge production through bringing together teachers, researchers, students and critical friends.