Syftet med den här studien är att bidra med kunskap om hur social, pedagogisk och fysisk lärmiljö är utformad i grundsärskolans klassrum. Utifrån syftet besvaras tre frågeställningar: Hur är den sociala lärmiljön utformad, hur är den pedagogiska lärmiljön utformad och hur är den fysiska lärmiljön utformad? Studien bygger på tolv observationer i fyra klassrum på tre grundsärskolor. Observationerna har sin grund i ett observationsschema som är skapat utifrån de tankar SPSM har i Värderingsverktyg för tillgänglig utbildning – förskola, skola och fritidshem (2018). Syftet med mitt observationsschema var att kunna registrera om mina observationspunkter förekom och i vilken utsträckning de i så fall användes. Observationsschemat innehöll tre teman/bedömningsområden. De bedömningsområden som användes var fysisk miljö, social miljö och pedagogisk miljö. Under varje område fanns det bedömningspunkter och inom det pedagogiska fanns det tre frågor som hade skattningsskalor som var graderade från hela tiden, oftast, sällan och aldrig. Resultaten visar att den sociala lärmiljön var utformad kring de vuxna. Det fanns aktiviteter som möjliggjorde relationer och skapade gemenskap i klassrummen. Lärarna fick alla att vara delaktiga i den sociala kontexten. Dock saknades det möjligheter för eleverna att interagera med varandra.  Den pedagogiska lärmiljön var till största delen uppbyggd på och kring aktiviteter som främjade delaktigheten. Den sociala och kommunikativa delen fick stort utrymme. Dock saknades det struktur och det fanns brister i att anpassa undervisningen och individanpassat material. Resultaten i den fysiska lärmiljön visar på två olika sidor. Den ena sidan handlar om mindre justeringar och byggnationer som lärare och hantverkare kan åtgärda vilket är gjort i de flesta klassrummen. Den andra sidan visar stora brister som kräver stora ombyggnationer av lokalerna. / The purpose of this study is to contribute with knowledge on how social, pedagogical and physical learning environments in classrooms are designed in schools for persons with an intellectual disability. Based on this purpose the aim is to answer three different questions: How is the social learning environment designed? How is the pedagogical learning environment designed? and How is the physical learning environment designed? The study is based on twelve observations in four classrooms in three different schools. The observations follows an observation schedule based on the thoughts of SPSM in ”Värderingsverktyg för tillgänglig utbildning-förskola, skola och fritidshem” (2018). The purpose of my observation schedule was to observe which, if any, of the tools were used and to what extent. The observation schedule contained three schedules/assessment areas. The assessment areas were physical environment, social environment and pedagogical environment. Each area included assessment points and the pedagogical area contained three questions with rating scales from “all the time”, “often”, “not so often” and “never”.  Results show that the social learning environment is structured around adults. There were activities facilitating relationships and fellowship in the classrooms. All the teachers were able to engage in the social context. However, students lacked opportunities to interact with each other.  The pedagogical learning environment was to a large extent composed of and based around activities that promoted participation. Social interactions and communication figured prominently. There was however a lack of structure, of adapting teaching and provision of personalised teaching material. Results of the physical learning environment is displayed over two pages. One is about possible minor adjustments and additions that teachers and craftsmen could implement, although such adjustments and additions have been implemented in a majority of the classrooms. On a final note, there is one environment that have major shortcomings and that is the physical environment. This environment demands for major reconstructions of school premises.

Thesis (M. Ed. (Curriculum Studies)) -- University of Limpopo, 2021 / The blame for the decline in performance of Grade 11 and 12 Economics learners in District has been levelled on poor school resources, poorly trained teachers, and teachers’ ability to execute their duties. Other stakeholders blame teachers for the poor performance of learners. Due to that this study was conducted to explore teachers’ views on causes of poor performance in Economics among Grade 11 and 12 learners in Matlalane Circuit, Limpopo Province. Quantitative surveys and qualitative case study were used as research design. Data was collected using survey questionnaires and interviews. The study distributed 80 questionnaires to Economics teachers across Mogalakwena District and 100% response rate was achieved. The researcher also conducted one-to-one interviews among six Economics teachers and 3 Heads of Department (HoDs). Quantitative data was analysed using mathematical and statistical tools and was presented using tables, graphs, and charts. Qualitative data was presented using thematic and narrative analysis. This study identified seven (7) themes, namely, the (1) poor teaching environment and lack of teaching and learning resources; (2) lack of interest and negative attitudes by Economics learners; (3) poor teaching experience and content gap; (4) teachers perceive Economics as a difficult subject; (5) inadequate support from parents, school leadership and department; (6) poor discipline in schools; and (7) increased teenage pregnancy in schools in mining areas. This study recommends in-serve training of Economics teachers; provision of teaching and learning resources to schools; promotion of parents’ involvement and participation in their children’s learning; provision of support from the Department of Education in addressing school discipline and teenage pregnancy. This study identified the factors that cause poor learners’ performance in Economics. However, other aspects that are critical for changing the course of action, as required by the pragmatic paradigm, were not explored because they were not focus areas for this study. I therefore recommend further studies that on teaching and assessment strategies used by Economics teachers. There is a need for further study on strategies used by the Economics teachers; the level of commitment to their work; amount of written work given to Economics learners and the discipline in schools.