In the past decade, education has undergone fundamental changes, such as the simultaneous implementation of Outcomes-based Education and Inclusive Education. A study of different sources has led me to realise that many teachers lack the skills needed to cope with a diversity of learners in their classrooms, which results directly and indirectly in a drop in teacher morale, which in turn causes emotional problems like stress and a lack of motivation. This has a spill-over effect on the learners in their classes, who have no role model for their emotional development and often have weak results. I argued that proof exists that music can alleviate stress, while creative skills can help teachers to better cope with their emotions and develop more effective problem-solving skills, which will help them to attain emotional stability and better academic results in the inclusive classroom. The purpose of the study was to determine how to design an effective continuous learning programme for distance education. The purpose of the programme is to train teachers to use music creatively to support learners experiencing learning difficulties. The information obtained by means of a literature study was used to develop the first draft of the programme, Music for All. After the first draft of the programme had been developed, the skills of experts in the fields of creativity, music and materials development in open and distance learning were utilised to evaluate the programme. This was done by applying the principles of the Delphi Method to ensure a sound theoretical and practical base for the course. A summary of the aspects that should be considered when developing such a programme (as identified during the literature study and through the evaluation by experts) was put forward and it was concluded that the knowledge and experience of the experts greatly enhanced the practical value of the programme. / Educational Studies / D.Ed. (Inclusive Education)

Learners experiencing barriers to learning often require intervention and support from multiple professionals with different areas of expertise. Collaboration between professionals is important in avoiding fragmented and incoherent service delivery. Transdisciplinary service delivery allows for maximum integration among the various role players. Disciplinary boundaries are transcended through a process of skills transference and sharing of roles and provide child-centred, coordinated and collaborative support. This study investigates professionals in the Western Cape’s perceptions of a transdisciplinary service delivery approach for supporting learners experiencing barriers to learning. A sequential mixed method approach was utilized to gain an in depth understanding of professionals’ perceptions. Data were collected in two phases. During the first phase, a quantitative questionnaire was sent to various professional categories in the Western Cape who are expected to provide services to learners experiencing barriers to learning. The aim of the quantitative study was to provide background information for the second phase in which professionals’ perceptions of a transdisciplinary approach for supporting learners experiencing barriers to learning were obtained through eight focus group discussions. Four focus groups consisted of professionals who had not previously been exposed to a transdisciplinary approach. These professionals attended a two hour informative workshop on a transdisciplinary service delivery approach prior to the focus group. The remaining four focus groups consisted of professionals who had previously been exposed to transdisciplinary service delivery. Data were systematically analysed through a hybrid process of inductive and deductive analysis. Findings indicate that professionals providing services to learners experiencing barriers to learning perceive a transdisciplinary approach as useful and much needed for services provided both in schools and in private practice. Certain aspects of the transdisciplinary approach are perceived as more or less valuable, depending on the context and specific category of learning barrier. Although professionals acknowledge all aspects of the approach as valuable, multiskilling and role release are viewed as most needed. The transference of skills among therapists, teachers, parents and caregivers is perceived to contribute to effective and feasible service delivery. / Psychology of Education / D. Ed. (Psychology of Education)

Thesis (MA)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: The introduction of inclusive education in the South African educational system may be seen as one of the first steps to promote equality and human rights in post-apartheid South Africa. With the implementation of inclusive education, education became less segregated and fragmented, with the aim of ensuring equal learning opportunities for all children, including those with disabilities. The main driving force of inclusive education in South Africa is the Education White Paper 6 on Special Needs Education: Building an inclusive education and training system published in 2001. The aim of this study was to understand inclusive education from the perspectives of those who are charged with the implementation thereof. Classroom educators (teachers) together with district-based support teams are seen as the primary resource for achieving the goal of an inclusive education and training system. This study focused on the perspectives of teachers from one primary and one secondary school in one education district (Education District A) and District-based support team members from another education district (Education District B) in the Western Cape. The study takes on a social constructionist paradigm and illustrates how our understanding and conceptualisation of disability have changed overtime. A social constructionist paradigm highlights the way in which disability is a socially constructed and how it changes according to our understanding thereof. The different models of disability and the role of education was also a main focus of this study. A qualitative research design was used, with purposive and opportunity sampling being applied. Data was gathered using focus groups and in-depth semi-structured interviews and was analysed using thematic analysis. The key findings of this study showed that the teachers and district-based support team members believe that inclusive education can be successful in South Africa provided that changes are made in how it is currently conceptualised and implemented. The teachers have a very different perspective on inclusive education from the support team members. The teachers believe that the success of inclusive education can only be ensured if barriers to teaching are prevented or eradicated, while the support team members believe the success of inclusive education depends on the identification and prevention of barriers to learning. Both groups do however believe that inclusive education is a very good ideal to strive towards but that it has not yet been achieved and that the inclusion and education of all learners are of great importance. / AFRIKAANSE OPSOMMING: Die bekendstelling van inklusiewe onderwys in die Suid-Afrikaanse onderwysstelsel kan gesien word as een van die eerste stappe om gelykheid en menseregte in post-apartheid Suid-Afrika te bevorder. Met die implementering van inklusiewe onderwys het die onderwysstelsel meer toeganklik en minder gefragmenteerd geword. Die doel van inklusiewe onderwys is om te verseker dat alle kinders, ook dié met gestremdhede, gelyke leergeleenthede kry. Die belangrikste dryfkrag agter inklusiewe onderwys in Suid-Afrika is die Onderwys Witskrif 6 oor Spesiale Onderwys: Die bou van 'n inklusiewe onderwys-en opleidingstelsel wat in 2001 gepubliseer is. Die doel van hierdie studie was om inklusiewe onderwys vanuit die perspektiewe van diegene wat dit moet implementeer te verstaan. Klaskamer opvoeders (onderwysers) asook distrikgebaseerde kringondersteuningspanne word gesien as die primêre bronne vir die bereiking van 'n inklusiewe onderwys-en opleidingstelsel. Hierdie studie het op die perspektiewe van onderwysers, van een primêre en een sekondêre skool in een onderwysdistrik (Onderwysdistrik A), en kringondersteuningspanlede, van ʼn tweede onderwysdistrik (Onderwysdistrik B), in die Wes-Kaap gefokus. Die studie neem 'n sosiale konstruktivistiese paradigma aan en illustreer hoe ons begrip en definiëring van gestremdheid oor tyd verander het. 'n Sosiale konstruktivistiese paradigma beklemtoon die manier waarop gestremdheid sosiaal gekonstrueer is en hoe dit verander volgens hoe ons begrip daarvan verander. Die verskillende modelle van gestremdheid en die rol van onderwys was ook 'n hooffokus van hierdie studie. 'n Kwalitatiewe navorsingsontwerp is gebruik, doelgerigte steekproefneming en geleentheid-steekproefneming was toegepas om die deelnemers te kies. Data is ingesamel deur middel van fokusgroepe en in-diepte semigestruktureerde onderhoude en is ontleed deur gebruik te maak van tematiese analise. Die belangrikste bevindings van hierdie studie was dat die onderwysers en distrikgebaseerde kringondersteuningspanlede van mening is dat inklusiewe onderwys slegs in Suid-Afrika suksesvol kan wees mits daar veranderinge gemaak word in hoe ons dit tans konseptualiseer en implementeer. Die onderwysers se perspektief van inklusiewe onderwys verskil heelwat van die perspektiewe van die kringondersteuningspanlede. Die onderwysers is van mening dat van inklusiewe onderwys slegs verseker sal wees indien hindernisse wat onderrig verhoed, voorkom of uitgewis word. Kringondersteuningspanlede is weer van mening die sukses van inklusiewe onderwys afhang van die identifisering en voorkoming van hindernisse van leer. Beide groepe is egter van mening dat inklusiewe onderwys 'n baie goeie ideaal is om na te streef, maar dat dit nog nie bereik is nie, ook dat die insluiting en opvoeding van alle leerders van groot belang is.

Learners experiencing barriers to learning often require intervention and support from multiple professionals with different areas of expertise. Collaboration between professionals is important in avoiding fragmented and incoherent service delivery. Transdisciplinary service delivery allows for maximum integration among the various role players. Disciplinary boundaries are transcended through a process of skills transference and sharing of roles and provide child-centred, coordinated and collaborative support. This study investigates professionals in the Western Cape’s perceptions of a transdisciplinary service delivery approach for supporting learners experiencing barriers to learning. A sequential mixed method approach was utilized to gain an in depth understanding of professionals’ perceptions. Data were collected in two phases. During the first phase, a quantitative questionnaire was sent to various professional categories in the Western Cape who are expected to provide services to learners experiencing barriers to learning. The aim of the quantitative study was to provide background information for the second phase in which professionals’ perceptions of a transdisciplinary approach for supporting learners experiencing barriers to learning were obtained through eight focus group discussions. Four focus groups consisted of professionals who had not previously been exposed to a transdisciplinary approach. These professionals attended a two hour informative workshop on a transdisciplinary service delivery approach prior to the focus group. The remaining four focus groups consisted of professionals who had previously been exposed to transdisciplinary service delivery. Data were systematically analysed through a hybrid process of inductive and deductive analysis. Findings indicate that professionals providing services to learners experiencing barriers to learning perceive a transdisciplinary approach as useful and much needed for services provided both in schools and in private practice. Certain aspects of the transdisciplinary approach are perceived as more or less valuable, depending on the context and specific category of learning barrier. Although professionals acknowledge all aspects of the approach as valuable, multiskilling and role release are viewed as most needed. The transference of skills among therapists, teachers, parents and caregivers is perceived to contribute to effective and feasible service delivery. / Psychology of Education / D. Ed. (Psychology of Education)

Not available / text

published_or_final_version / abstract / Education / Master / Master of Education

Exploring the resilience construct is highly relevant for the field of learning disabilities. Resilience is a dynamic process of adaptation that involves interactions between a range of risk and protective factors. This research presents recent learning disability and resilience literature, focussing on the risk and protective factors in the lives of those with learning difficulties. Children with a learning disability often have associated emotional, behavioural and social difficulties that may become major obstacles to positive future outcomes. Historically little attention has been paid to the experiences of mothers of children with a learning disability and how the mother-child relationship may or may not foster the development of resilience in the learning disabled child. This research explores the issue within a qualitative framework / Educational Studies / M. Ed. (Guidance and Counselling)

In the past decade, education has undergone fundamental changes, such as the simultaneous implementation of Outcomes-based Education and Inclusive Education. A study of different sources has led me to realise that many teachers lack the skills needed to cope with a diversity of learners in their classrooms, which results directly and indirectly in a drop in teacher morale, which in turn causes emotional problems like stress and a lack of motivation. This has a spill-over effect on the learners in their classes, who have no role model for their emotional development and often have weak results. I argued that proof exists that music can alleviate stress, while creative skills can help teachers to better cope with their emotions and develop more effective problem-solving skills, which will help them to attain emotional stability and better academic results in the inclusive classroom. The purpose of the study was to determine how to design an effective continuous learning programme for distance education. The purpose of the programme is to train teachers to use music creatively to support learners experiencing learning difficulties. The information obtained by means of a literature study was used to develop the first draft of the programme, Music for All. After the first draft of the programme had been developed, the skills of experts in the fields of creativity, music and materials development in open and distance learning were utilised to evaluate the programme. This was done by applying the principles of the Delphi Method to ensure a sound theoretical and practical base for the course. A summary of the aspects that should be considered when developing such a programme (as identified during the literature study and through the evaluation by experts) was put forward and it was concluded that the knowledge and experience of the experts greatly enhanced the practical value of the programme. / Educational Studies / D.Ed. (Inclusive Education)

Cette thèse traite de l’évaluation comparée de la qualité de deux dispositifs scolaires d’intervention auprès d’élèves ayant des troubles d’apprentissage. Pour ce faire, nous avons élaboré et utilisé un modèle multidimensionnel d’évaluation de la qualité composé de neuf dimensions (pertinence, congruité, adéquation, synergie, efficacité, efficience, impact, fiabilité, flexibilité et bien-fondé) s’inspirant du modèle multidimensionnel développé par Bouchard et Plante (2002). Il nous a permis d’élaborer et d’évaluer 31 indicateurs et 10 sous-indicateurs.<p> <p>Le premier dispositif a été mis en place dans le cadre d’une recherche-action menée en Communauté française de Belgique se proposant d’implémenter et de pérenniser un dispositif d’intégration/inclusion scolaire. Le second dispositif évalué est constitué de classes de l’enseignement spécialisé de type 8. Les deux dispositifs étudiés s’adressent à la même population, celle d’enfants ayant des troubles/difficultés d’apprentissage et orientés vers l’enseignement spécialisé de type 8. <p><p>Nous avons procédé à l’évaluation de la qualité de huit expériences d’inclusion en école primaire et de treize classes d’enseignement spécialisé de type 8. Ces expériences débutaient en 1re année (CP) dans une classe d’enseignement ordinaire (de 12 à 22 élèves) où étaient intégrés 3 à 7 élèves relevant de l’enseignement spécialisé de type 8. <p><p>Les résultats présentés reprennent les deux premières années de cette évaluation. À l’analyse de ces différentes dimensions, nous constatons que cette évaluation de la qualité des deux dispositifs comparés est nécessairement à nuancer. Au regard de l’analyse des différentes dimensions et indicateurs pris en considération dans la présente recherche, le dispositif inclusif et celui d’enseignement spécialisé de type 8 se montrent globalement comparables sur les composantes de base (population, objectifs et ressources). Toutefois, ils se différencient fondamentalement par le contexte dans lequel ils se déploient et par la configuration du travail collaboration entre professionnels (co-enseignement et co-intervention). Les résultats montrent des effets légèrement plus positifs en faveur des élèves inclus, surtout en lecture/écriture. Toutefois, la taille de notre échantillon, le caractère de la recherche (recherche-action), des indicateurs contradictoires, etc. ne nous permettent pas de généraliser nos résultats.<p><p>De plus, le modèle multidimensionnel d’évaluation de la qualité demande à être interrogé au niveau de son opérationnalisation pour rechercher une plus grande validité, fiabilité et sensibilité. Cependant, ce relativisme ne doit pas occulter le fait que si nous ne pouvons nous prononcer de manière claire envers l’un ou l’autre dispositif, la présente recherche-action a sans doute permis de mieux comprendre les deux dispositifs étudiés et l’émergence d’une configuration originale et crédible de ressources permettant l’inclusion de ces élèves en enseignement ordinaire. / Doctorat en Sciences Psychologiques et de l'éducation / info:eu-repo/semantics/nonPublished

This dissertation attempts to understand what support from the school parents would most value when their child has been diagnosed with a learning disability. The method employed was qualitative in nature, using eight in-depth interviews with the mothers. The interviews confirmed that parents experience emotions similar to those when grieving. They also tend to feel isolated from their communities. Before embarking on a support program the school needs to recognize the depth of these emotions. The interviews also revealed that parents require timeous communication from the teacher. Parents concerns should be taken seriously or time goes by without the disability being attended to. The terminology used by professionals is often not fully understood by parents, and this causes them to feel unsure of how therapy is helping their child in the classroom and what its value is. Various guidelines are offered to support parents with regard to the above-mentioned aspects. / Educational Studies / M. Ed. (Guidance and Counselling)