AFRIKAANS: Die doel van hierdie studie was om te beskryf op welke wyse ek, in samewerking met die deelnemers aan my studie, ‘n MIV&VIGS-skoolplan ontwikkel het. Die behoefte aan ‘n gestruktureerde MIV&VIGS-skoolplan het ontstaan tydens ‘n omvattende navorsingsprojek, waarvan hierdie studie deel uitmaak en waartydens laerskoolonderwysers die behoefte uitgespreek het om MIV&VIGS-geïnfekteerde en -geaffekteerde kinders beter te ondersteun. Ek het my studie vanuit ‘n interpretivistiese benadering onderneem en my navorsingsproses verdeel in drie fases, wat onderlê is deur deelnemende aksienavorsingsbeginsels. ‘n Gevallestudie is as navorsingsontwerp gebruik. Agt laerskoolonderwysers, in ‘n informele nedersettingsgemeenskap binne die Nelson Mandela Metropool, is by wyse van gerieflikheid geselekteer. Deur die verloop van hierdie studie het ek ‘n multi-metodiese benadering geïmplementeer. Gedurende Fase 1 het ek eerstens relevante verwante studies binne die omvattende navorsingsprojek tematies ge-analiseer, om deelnemers se idees en behoeftes betreffende ‘n MIV&VIGS-skoolplan te identifiseer. Tweedens het ek gedurende ‘n eerste veldbesoek twee fokusgroepbesprekings gefasiliteer, om te bepaal wat deelnemers se bestaande kennis met betrekking tot die Departement van Onderwys se Nasionale MIV&VIGS-Beleid was; wat hulle onderliggende rasionaal vir die ontwikkeling van die MIV&VIGS-skoolplan was; wat die moontlike inhoud van ‘n MIV&VIGS-skoolplan sou behels; asook hoe en deur wie die MIV&VIGS-skoolplan aangewend en benut sou kon word. Hierna het ek die rou data getranskribeer en op tematiese wyse ge-analiseer en geïnterpreteer. Ek het voortdurend gebruik gemaak van observasies, wat vasgelê is in die vorm van veldnotas, asook foto’s. Vir Fase 2 het ek tydens ‘n tweede veldbesoek ‘n deelnemende aksienavorsingswerkswinkel gefasiliteer. Gedurende hierdie werkswinkel is die inhoud van die MIV&VIGS-skoolplan verfyn en gefinaliseer. Vervolgens het Fase 3 die dokumentering van die MIV&VIGS-skoolplan behels, in die vorm van ‘n formele dokument en ‘n plakkaat. Tydens my derde veldbesoek, met die bekendstelling van die skool as Resource and Support Centre in die gemeenskap, is die MIV&VIGS-skoolplan in tweeledige vorm (plakkaat en formele dokument) aan die skoolhoof oorhandig. Die gebruik van ‘n navorsingsjoernaal het my in staat gestel om deurgaans my persoonlike opinies, reflektiewe gedagtes en indrukke van my navorsingstudie aan te teken. Tydens data-analise het ek drie temas geïdentifiseer. Eerstens is die onderliggende rasionaal vir ‘n MIV&VIGS-skoolplan bepaal, waar verbandhoudende subtemas aangedui het dat onderwysers hulle kennis en vaardighede wou oordra na ander skole in die omgewing ter ondersteuning van die breër gemeenskap; dat die oordrag van kennis en vaardighede om geïnfekteerde en geaffekteerde kinders in die klaskamer meer effektief te ondersteun ’n behoefte was; en dat die behoefte verder bestaan het om kennis en vaardighede te dokumenteer in die vorm van ‘n MIV&VIGS-skoolplan. Tweedens is die deelnemers se verwagtinge met betrekking tot ‘n MIV&VIGS-skoolplan gepeil, waar moontlike fundamentele beginsels vir ‘n MIV&VIGS-skoolplan en die implementering van ‘n MIV&VIGS-skoolplan, as subtemas geïdentifiseer is. Derdens is die moontlike inhoud van ‘n MIV&VIGS-skoolplan bepaal. Die subtemas wat voorgekom het, was die identifisering en verwysing van geïnfekteerde en geaffekteerde kinders, asook ondersteuning aan hierdie kinders. Op grond van die bevindinge van my studie kan die gevolgtrekking gemaak word dat deelnemende aksienavorsing ‘n moontlike wyse is waarop ‘n MIV&VIGS-skoolplan, in samewerking met onderwysers, ontwikkel kan word. ENGLISH: The purpose of this study was to describe the manner in which I, in collaboration with the participants of the study, developed an HIV&AIDS school plan. The need for a structured HIV&AIDS school plan stemmed from a broad research project of which this study forms part and during which the participating educators expressed the need to support HIV&AIDS infected and affected children more efficiently. I approached the study from an interpretivist perspective, underpinned by action research principles, and divided the research process into three phases. I implemented a case study as research design and selected eight primary school teachers in an informal settlement community in the Nelson Mandela Metropole, by means of convenience sampling. Throughout this study, I followed a multi-methodical approach. During Phase 1, I conducted an analysis of the transcripts of related studies within the broad research project, in order to identify the participants’ needs and ideas, concerning an HIV&AIDS school plan. Secondly, I facilitated two focus group discussions during a first field visit, in an attempt to determine the teachers’ existing knowledge concerning the Department of Education’s National HIV&AIDS Policy; what the underlying rational for the development of an HIV&AIDS school plan could be; what the possible content of such a plan could entail; and how and by whom such a plan would be utilised and used in the classroom. I transcribed the focus group discussions and thematically analysed and interpreted the raw data. Throughout, I made use of observations, captured in the form of field notes and photographs. For Phase 2, I facilitated a participatory action research workshop during a second field visit. During this workshop we finalised the content of the school’s HIV&AIDS plan. The third phase entailed the documentation of the HIV&AIDS school plan, in the form of a formal document and a poster. During my third field visit, at the launch of the school as a Resource and Support Centre in the community, I presented the schools’ principal with the HIV&AIDS school plan, in the form of the formal document and poster. I continuously relied on a research journal to document my personal opinions, reflective thoughts and impressions of the study. Subsequent to the data analysis I completed, three themes emerged. Firstly, the underlying rational for an HIV&AIDS school plan were determined, with sub-themes indicating that educators wanted to transfer their knowledge and skills to other schools in the area to support the wider community; that teachers wanted to transfer their knowledge and skills to support infected and affected children more effectively, and that the need existed for knowledge and skills to be documented in the form of an HIV&AIDS school plan. Secondly, the participants’ expectations of an HIV&AIDS school plan were determined, with the fundamental principles of an HIV&AIDS school plan and the implementation of the plan as related sub-themes. The third main theme indicated the possible content of an HIV&AIDS school plan. This theme comprises sub-themes relating to the identification, referral and support of infected and affected children. Based on the findings of my study, I can conclude that participatory action research might be used to develop an HIV&AIDS school plan, in collaboration with teachers. / Dissertation (MEd)--University of Pretoria, 2010. / Educational Psychology / unrestricted