The purpose of the research was to explore the experiences of educators regarding the training for the implementation of inclusive education in a Full Service school. A qualitative research design was chosen, using a case study. Three methods of gathering data were used, namely individual interviews, focus group interviews and observations. The study was conducted in a primary schools in the North West province that was converted into a fullservice school in 2008. The findings indicated that educators demonstrated misunderstanding of the Screening, Identification, Assessment and Support strategy. The misunderstanding can be ascribed to the kind of training educators received. The training lacked in–depth content and practical demonstration. Recommendations on the content and the dynamics of the training process are made. The overarching recommendation on the dynamics of the training indicated that the training should be revisited for improved methods of training. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

The purpose of the research was to explore the experiences of educators regarding the training for the implementation of inclusive education in a Full Service school. A qualitative research design was chosen, using a case study. Three methods of gathering data were used, namely individual interviews, focus group interviews and observations. The study was conducted in a primary schools in the North West province that was converted into a fullservice school in 2008. The findings indicated that educators demonstrated misunderstanding of the Screening, Identification, Assessment and Support strategy. The misunderstanding can be ascribed to the kind of training educators received. The training lacked in–depth content and practical demonstration. Recommendations on the content and the dynamics of the training process are made. The overarching recommendation on the dynamics of the training indicated that the training should be revisited for improved methods of training. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2011.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2015-11-12T14:50:39Z No. of bitstreams: 1 CarlosDeSouzaJunior_DISSERT.pdf: 9843701 bytes, checksum: 8e563077102155eb9d912b0e87894399 (MD5) / Approved for entry into archive by Elisangela Moura (lilaalves@gmail.com) on 2015-11-16T13:32:44Z (GMT) No. of bitstreams: 1 CarlosDeSouzaJunior_DISSERT.pdf: 9843701 bytes, checksum: 8e563077102155eb9d912b0e87894399 (MD5) / Made available in DSpace on 2015-11-16T13:32:44Z (GMT). No. of bitstreams: 1 CarlosDeSouzaJunior_DISSERT.pdf: 9843701 bytes, checksum: 8e563077102155eb9d912b0e87894399 (MD5) Previous issue date: 2013-12-20 / As mudan?as naturais e antr?picas que v?m ocorrendo na zona costeira em todo o mundo representam um dos maiores problemas para a sociedade neste s?culo. Essa import?ncia se torna mais evidente devido ? elevada densidade das cidades litor?neas, ? crescente especula??o tur?stico-imobili?ria dessas ?reas e ?s altera??es clim?ticas que tendem a desencadear e acelerar esses processos. Nesse contexto, percebe-se cada vez mais um aumento significativo dos problemas relacionados ? eros?o costeira e recuo de fal?sias no estado do Rio Grande do Norte. A ?rea de estudo desta pesquisa localiza-se na zona costeira do munic?pio de Ba?a Formosa/RN, no litoral oriental-sul do Rio Grande do Norte, e possui uma extens?o de cerca de 1200 m ao longo da praia do Porto. O objetivo principal deste trabalho ? analisar a estabilidade dessas fal?sias, atrav?s de investiga??es de campo, ensaios e an?lises computacionais utilizando o M?todo dos Elementos Finitos e o M?todo de Bishop. Para atender aos objetivos deste trabalho, a ?rea foi subdividida em quatro trechos, e foram aplicados checklists e tamb?m realizados ensaios de caracteriza??o e de cisalhamento direto com materiais obtidos ao longo desses trechos. Os segmentos de fal?sia nessa zona costeira possuem alturas variando em torno de 4 m e 14 m e inclina??es de aproximadamente 40? a 90?. Os solos constituintes das fal?sias foram classificados, em termos gerais, como areias argilosas ou siltosas e argilas arenosas, sendo os solos mais argilosos e variegados pertencentes ? base da fal?sia. As an?lises de estabilidade mostraram que os fatores de seguran?a variaram, no trecho 01, de 2,38 a 6,06, no trecho 02, de 1,01 a 1,62, no trecho 03, de 1,29 a 1,78, e no trecho 04, de 0,83 a 2,48. Assim, os trechos 02 e 03, foram considerados como mais inst?veis. Entretanto, pode-se considerar o trecho 03 como o mais cr?tico devido ? aus?ncia de estruturas de prote??o costeira e ? estreita faixa de praia. Fato que n?o ocorre no trecho 02, o qual possui uma extensa faixa de praia e ? protegido por um muro de arrimo que restringe o acesso dos banhistas ?s ?reas adjacentes do p? da fal?sia. / The natural and anthropogenic changes that are occurring at the coastal zone around the world represent the greatest problem to society in this century. This problem becomes more evident due to high density of coastal cities, to growing tourist-estate speculation of those areas and to climate change that tend to trigger and accelerate the erosive processes that operating in the littoral. In this context, it?s possible perceive ever more a significant increase of problems associated to the coastal erosion and retreat of cliffs in the state of Rio Grande do Norte, where this study area of this search is located. The area is located in the coastal zone of the city of Ba?a Formosa/RN, in south-eastern coast of Rio Grande do Norte, and has a extension of about 1200 meters along the Porto beach. The main objective of this study is to analyze the stability of these cliffs in this region. Through field investigations, testings and computational analysis using the Finite Element Method and Equilibrium Limit Methods. The area was divided into four sections, and were applied checklists, and also realized characterization tests and direct shear tests with materials obtained along these sections. In this manner, it was found that the segments of cliff in this coastal zone have heights around 4 meters to 14 meters and inclinations of approximately 40? to 90?.However the constituents soils of the cliffs were classified, in general terms in accordance to Unified Soil Classification System (USCS), as clayey sands or silty sands, clays of low plasticity, clayey gravels and poorly graduaded sands. The most variegated and clayey soils belong to base of the cliff. The stability analysis showed that the safety factors ranged in section 01, from 1.92 to 4.93, in the section 02, from 1.00 to 1.43, in the section 03, from 1.36 to 1.75 , and section 04, from 1.00 to 3.64. Thus, the sections 02 and 03 were considered more unstable. However, the section 03 can be considered as the most critical section due to the absence of coastal protection structures and the narrow strip of beach.

Sammanfattning Bakgrund: Mot bakgrund av tidigare svensk forskning visar det sig att många elever på Riksidrottsgymnasium är skadade. Rörelserädsla är tätt förknippat med skador och hos atleter är en oro för att skada sig vanligt. Hur elitidrottssatsande elever upplever oro och negativa konsekvenser vid och inför skada bör undersökas vidare. Syfte: Att undersöka skadeprevalens samt förekomst av oro och negativa konsekvenser för skada hos elitidrottssatsande gymnasieelever, och om detta skiljde sig beroende på kön eller kategori av idrott. Studien undersökte även samband mellan oro och ålder. Metod: Ledningen på 30 utvalda Riksidrottsgymnasium (RIG) samt gymnasieskolor med Nationellt godkänd idrottsutbildning (NIU) tillfrågades om deltagande i studien. Totalt deltog 73 elever. Eleverna fyllde i Sport Injury Anxiety Scale (SIAS) varpå skillnader i medianvärde för totalsumman samt vardera subskala analyserades med Mann Whitney U-test respektive samband med Spearmans korrelationskoefficient. Beräkningarna genomfördes utifrån kön, kategori av idrott och födelseår.  Resultat: Sammanlagt 69 elever inkluderades i resultatet av vilka 55 stycken tidigare varit skadade och 24 stycken hade en aktuell skada. Inga signifikanta skillnader framkom vid jämförelse mellan könen eller idrottskategori. En mycket svag negativ korrelation mellan ålder och totalpoäng på SIAS erhölls (r=-0,03, p=0,72). Konklusion: Majoriteten av de elitidrottssatsande ungdomarna (80%) hade varit skadade och 35% hade en aktuell skada. Trots detta skattades oro för negativa konsekvenser vid eller inför en skada högt endast på tre av SIAS sju subskalor. Resultatet skiljde sig inte beroende på kön eller kategori av idrott. Ett mycket svagt, icke signifikant samband kunde observeras mellan oro och ålder. / Abstract Background: In regard of Swedish research, it appears that many elite-aspiring students are injured. Kinesiophobia is a factor often associated with injuries and fear of reinjury is common in athletes. The students experience of anxiety and negative consequences in case of injury should be further investigated.  Aim: To estimate injury prevalence and the presence of anxiety and negative consequences in case of injury among adolescent student athletes with elite ambitions and whether it differs depending on gender or category of sport. The study also investigated the correlation of anxiety and age. Methods: Headmasters of 30 Swedish specialized sports schools were invited to participate in this study. A total of 73 students participated. The students answered the Sport Injury Anxiety Scale (SIAS), of which differences in medians for the total score and each subcategory was calculated with the Mann Whitney U-test. Included variables for comparison were gender, category of sport and year of birth. Results: In the study, 69 students were included of whom 55 had recently been injured and 24 had a current injury. In the subscale Loss of athleticism, received the highest estimation. No significant differences between the genders or pursued category of sport were obtained. A weak, negative correlation between age and points scored was obtained (r=-0,04, p=0,72). Conclusion: The majority (80%) of the responding adolescent athletes had been injured and 35% were currently injured. However, anxiety and negative consequences in case of injury scored high on only three out of SIAS’ seven subscales. The results did not differ in regard of gender or category of sport. A weak, non-significant correlation between anxiety and age was obtained.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-06-02T22:25:25Z No. of bitstreams: 1 NathaliaMarinhoBarbosa_DISSERT.pdf: 5916722 bytes, checksum: 23ebb525979e506e69d2ca101608e58b (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-06-08T22:06:34Z (GMT) No. of bitstreams: 1 NathaliaMarinhoBarbosa_DISSERT.pdf: 5916722 bytes, checksum: 23ebb525979e506e69d2ca101608e58b (MD5) / Made available in DSpace on 2017-06-08T22:06:34Z (GMT). No. of bitstreams: 1 NathaliaMarinhoBarbosa_DISSERT.pdf: 5916722 bytes, checksum: 23ebb525979e506e69d2ca101608e58b (MD5) Previous issue date: 2017-03-31 / Esta Disserta??o trata da obten??o das propriedades geot?cnicas de sedimentos da Forma??o Barreiras e da an?lise da estabilidade das fal?sias localizadas no Centro de Lan?amentos da Barreira do Inferno, munic?pio de Parnamirim, no estado Rio Grande do Norte. ?reas costeiras despertam um grande interesse pela popula??o em geral e empreendimentos nessas regi?es s?o bastante comuns, fazendo com que os processos erosivos precisem ser estudados a fim de proporcionar um maior entendimento dos fatores que influenciam na estabilidade das fal?sias e consequentemente na sua seguran?a. O local de estudo em quest?o, por ser uma ?rea militar protegida, encontra-se completamente livre de interfer?ncias humanas e sem nenhuma edifica??o em seu topo, fazendo com que as an?lises sejam representativas de condi??es naturais impostas aos taludes estudados. As atividades desenvolvidas durante a elabora??o desta disserta??o est?o agrupadas em quatro etapas: revis?o bibliogr?fica, trabalhos de campo, ensaios de laborat?rio e an?lise da estabilidade das fal?sias. Atrav?s de visitas realizadas na ?rea de estudo, foram colhidas informa??es necess?rias para a posterior obten??o dos perfis cr?ticos das fal?sias para an?lise de estabilidade. Foram observados que os perfis em geral n?o s?o ?ngremes, com a presen?a de incis?o basal em alguns trechos. Verificou-se nas an?lises que as tens?es de tra??o atuantes apresentam valores baixos. O principal mecanismo respons?vel por deflagrar os processos de instabilidade ? o aumento parcial da satura??o dos solos ocasionado pelas precipita??es pluviom?tricas, o que diminui sua resist?ncia e gera movimentos de massa. Pelos ensaios realizados observou-se que o intercepto de coes?o dos solos saturados ? em torno de 26% do valor obtido para os solos no teor de umidade natural. Contudo, os ?ngulos de atrito em ambos os casos sofrem inexpressivas varia??es. Concluiu-se que a presen?a da incis?o basal n?o apresentou efeitos significativos na redu??o da estabilidade nas configura??es analisadas pelos m?todos por Equil?brio-Limite, enquanto que pela an?lise de tens?es observa-se um aumento de tens?es de tra??o na face da se??o. O estudo da an?lise de estabilidade realizado neste trabalho representou efetivamente os tipos de ruptura observados nas fal?sias do litoral do Rio Grande do Norte, sendo bem mais coerentes que os obtidos pelos m?todos tradicionais. / This Dissertation treat of obtaining geotechnical properties of sediments of Barreiras Formation and the stability analysis of the cliffs located at the Barreira do Inferno Launches Center, Parnamirim, Rio Grande do Norte State. Coastal areas attracts great interest for the population in general, and developments in these regions are quite common, causing erosive processes to be studied in order to provide a better understanding of the factors influencing the Stability of the cliffs and consequently their safety. The study site in question, being a protected military area, is completely free of human interference and without any edification at its top, making the analysis representative of natural conditions imposed on the slopes studied. The activities developed during the elaboration of this dissertation are grouped in four stages: bibliographic revision, fieldwork, laboratory tests and stability analysis of the cliffs. Based on visits accomplished in situ, information was collected for the subsequent retrieval of the critical profiles of the cliffs for stability analysis. It was observed that the profiles in general aren?t steep, with the presence of basal incision in some areas. It was verified in analyzes that the tensile tensions acting are low. The main mechanism responsible for triggering the instability processes is the partial increase of soil saturation caused by rainfall, which decreases its resistance and generates mass movements. From the tests carried out, it was observed that the cohesion intercept of the saturated soils is around 26% of the obtained value in the natural moisture content. However, the angles of friction in both cases suffer inexpressive variations It was concluded that the presence of the basal incision had no significant effect on the reduction of stability in the configurations analyzed by the limit equilibrium methods, while stress analysis showed an increase in tensile stresses on the face of the section. The study of the stability analysis performed in this work effectively represented the types of rupture observed in the cliffs of the coast of Rio Grande do Norte, being more coherent than those obtained by traditional methods.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-08-01T14:23:25Z No. of bitstreams: 1 DavidEstebanDiazTaquez_DISSERT.pdf: 7145002 bytes, checksum: 2a1f458f6497c91f6d0d59a582626468 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-08-08T12:39:00Z (GMT) No. of bitstreams: 1 DavidEstebanDiazTaquez_DISSERT.pdf: 7145002 bytes, checksum: 2a1f458f6497c91f6d0d59a582626468 (MD5) / Made available in DSpace on 2017-08-08T12:39:00Z (GMT). No. of bitstreams: 1 DavidEstebanDiazTaquez_DISSERT.pdf: 7145002 bytes, checksum: 2a1f458f6497c91f6d0d59a582626468 (MD5) Previous issue date: 2017-03-30 / Este trabalho tem por objetivo avaliar as condi??es de susceptibilidade a ocorr?ncia de movimentos de massas e a estabilidade de encostas do Centro de Lan?amentos da Barreira do Inferno (CLBI), mediante o m?todo da redu??o da resist?ncia ou SRM (Strength Reduction Method), sob condi??es n?o saturadas no Nordeste de Brasil. Para a an?lise da susceptibilidade a ocorr?ncia de movimentos de massas foi utilizada a metodologia de processo de an?lise hier?rquica ou AHP (Analytic Hierarchy Process) em combina??o com o uso dos sistemas de informa??o geogr?fica SIG. A determina??o dos par?metros de resist?ncia dos solos, foi realizado atrav?s de ensaios de compress?o triaxial tipo CU em condi??es saturadas, e ensaios de compress?o triaxial tipo CW para a condi??o de umidade residual. Para a determina??o das curvas de reten??o dos solos foi usado o m?todo do papel filtro, e as equa??es de Chandler et al. (1992) e posteriormente foi realizado o ajuste das curvas de reten??o pelo m?todo de Van Genuchten (1980). A partir dos resultados de ensaios triaxiais, foi ent?o, realizada a previs?o da resist?ncia ao cisalhamento dos solos n?o saturados a partir do modelo hiperb?lico proposto por Vilar (2007). A partir das se??es suscept?veis ? ocorr?ncia dos movimentos de massa e dos par?metros de resist?ncia dos solos estudados, foram realizadas an?lises da estabilidade das encostas a fim de quantificar o fator de seguran?a das mesmas. O m?todo utilizado nas an?lises de estabilidade foi o SRM, implementado no Software OPTUM, considerando diferentes condi??es de satura??o, a saber: solos sob condi??o natural de campo, solo com 50% do grau de satura??o e, por fim, considerando o solo completamente saturado. Nas an?lises foram consideradas tamb?m a presen?a de camadas de solo cimentado e fendas de tra??o presentes no topo da fal?sia. Ao todo a encosta foi subdividida em tr?s solos predominantes, os quais est?o posicionados na base, na se??o intermedi?ria e no topo da fal?sia, denominados solo-1, solo-2 e solo-3, respectivamente. Estes solos foram caracterizados como areia argilosa (SC), areia Silto-Argilosa (SM), areia mal graduada (SP). Quanto as curvas de reten??o, os tr?s solos apresentam comportamento bimodal, t?picas de solos com granulometrias de material com macroporos e microporos. Finalmente os resultados obtidos destas an?lises num?ricas, foram relacionados inicialmente com o modelo de susceptibilidade produzido a partir da metodologia AHP-SIG, concluindo que este modelo encontra-se em boa concord?ncia, evidenciado pelos resultados das an?lises num?ricas e pelos vest?gios de movimentos vistos em campo. Os resultados das an?lises tamb?m foram relacionados com os tipos de movimentos de massa, concluindo que tanto os fatores geomorfol?gicos, quanto os graus de satura??o resultam em diferentes tipos de movimentos para se??es caracter?sticas pr?prias destas geomorfologias (fal?sias), verificando desta forma os movimentos sugeridos nos estudos de Santos Jr et al.(2004) e Souza J?nior (2013), onde foram relacionados tr?s tipos de perfis com diferentes morfologias e seus poss?veis movimentos de massa, tombamentos, quedas de blocos e escorregamentos. / The aim of this research is to evaluate the susceptibility conditions to the occurrence of mass movements and slope stability of the Center of Launches from Barreira do Inferno (CLBI) using the method of Strength Reduction Method ou SRM, on unsaturated conditions in the Northeast of Brazil. The analysis of the susceptibility to the occurrence of mass movements, the methodology called the Analytic Hierarchy Process was used along with the GIS geographic information systems. In order to determine the resistance parameters of the soils, triaxial compression tests were carried out under saturated conditions CU and triaxial compression tests CW were performed for the residual moisture condition. The determination of soil retention curves, the filter paper method was considered, equations by Chandler et al. (1992), and the adjustment of the retention curves developed by Van Genuchten (1980). From the results of the triaxial tests, the prediction of the shear strength of the unsaturated soils was performed using the hyperbolic model proposed by Vilar (2007). Then, from the susceptible sections to the occurrence of mass movements and the resistance parameters of the studied soils, analyzes of slope stability were applied with the intention of quantify the safety factor of the same. The method used in the stability analyzes was the SRM, implemented in the OPTUM Software, considering different saturation conditions, as follows: soil under natural field saturation condition, soil with 50% degree of saturation, and finally Completely saturated soil. The analysis also took into account the presence of layers of cemented soil and traction cracks present in the upper part of the cliff. The slope was divided into three sections with predominant soils, which were positioned at the base of the intermediate section, and at the top of the cliff, called soil-1, soil-2, and soil-3 respectively. These soils were characterized as clayey sand (SC), silty sand (SM) and poorly graded sand (SP). As for the retention curves, the three soils present bimodal behavior, typical of soils with granulometry of material with micropores and macropores. Finally, the results obtained from these numerical analyzes were initially related to the model of susceptibility produced from the AHP-GIS methodology, concluding that this model is in good agreement, evidenced by the results of the numerical analysis and by the vestiges of Movements observed in the field. The results of the numerical analyzes were also related to the types of mass movements, presenting as an outcome that both geomorphological factors and degrees of saturation result in different types of movements for the characteristic sections of these geomorphologies (cliffs). Verifying in this way the movements suggested in the studies of Santos Jr et al. (2004) and Souza Junior (2013), where three types of profiles with different morphologies and their possible mass movements, toppling, fall of blocks and landslides were related.

Made available in DSpace on 2016-04-28T20:56:59Z (GMT). No. of bitstreams: 1 Agda Malheiro Ferraz de Carvalho.pdf: 1068504 bytes, checksum: e5fe279cce1332da2e518398a83a4741 (MD5) Previous issue date: 2016-03-03 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The aim of this study was to gain knowledge about the professional practice of school inclusion agents (SIAs), in order to understand the senses and meanings constructed by one of them about his job. It is worth mentioning that the term SIAs refers to persons that provide assistance and care to students with disabilities attending regular schools. The research was conducted in a small county near the city of São Paulo (SP), where the SIA (Joseph) was interviewed. The data was recorded, transcribed, systematized and analyzed following the proposal of Aguiar and Ozella (2006, 2013) and Aguiar, Machado and Soares (2015), authors linked to the Sociocultural Psychology. It was found that Joseph came to the profession through public tender, with little information about what his task should be. Doing it, he came to realize the need to improve his interventions with the students, so that they could be active participants in the teaching-learning-evaluation process. The respondent s many frustrations seem to arise from the ambiguity between what he does and what he believes he should do, since he perceived the difficulties faced by students with disabilities and also those involved in dealing with them. Thus, the understanding of what is to be and to act as an SIA can help to better define what is expected of them in terms of providing support and education to students with functional differences, an essential feature of a truly inclusive education / O objetivo deste estudo foi ampliar os conhecimentos acerca da atuação profissional de agentes de inclusão escolar (AIEs), buscando apreender sentidos e significados dessa atuação. Vale dizer que o termo AIE nomeia os profissionais de apoio ou auxiliares, que atuam nas escolas regulares, junto aos alunos com deficiência. A pesquisa foi realizada em um município da Grande São Paulo, onde se entrevistou um agente de inclusão escolar (José); foi também gravada, transcrita, sistematizada e analisada na perspectiva seguindo a proposta de Aguiar e Ozella (2006, 2013) e Aguiar, Soares e Machado (2015), autores vinculados à Psicologia Sociohistórica. Nesse sentido, construíram-se núcleos de significação, que permitem maior aproximação das zonas de sentido. Na análise de dados, constatou-se que José chegou à profissão por meio de concurso público, com poucas informações sobre qual seria seu trabalho. Ao realizá-lo, percebeu a necessidade de aprimorar suas intervenções junto aos alunos para que eles participassem efetivamente do processo de ensino-aprendizagem. As muitas frustrações do entrevistado parecem decorrer da ambiguidade entre o que ele faz e o que acredita ser sua função, na medida em que se dá conta das dificuldades enfrentadas pelos alunos com deficiência e, também, das suas ao com eles lidar. Assim, a compreensão do que é ser e agir como um AIE pode auxiliar a melhor definir o que se espera desse profissional em termos de atendimento às necessidades de apoio aos alunos com diferenças funcionais, na expectativa de se alcançar uma educação efetivamente inclusiva

Full-service/inclusive schools are new institutions in South Africa which have been established in terms of the Education White Paper 6 (Department of Education, 2001:22-23) as pilot schools for the rolling out of the Inclusion policy in South Africa. The purpose of this study was to explore the teachers‟ challenges in identifying learners who experience barriers to learning in a rural Full-Service School in KwaZulu-Natal. Teachers in such schools are expected to have skills and knowledge to identify learners and provide support. Most teachers in Full-Service Schools possess qualifications to teach in mainstream schools and depend on the Departmental workshops for the skills needed to identify learners and provide support. The identification of such learners was selected because it is the first step in the process of providing support to learners. Teachers should therefore have skills and knowledge of identifying learners in order to minimise bias, non-identification, over-identification as well as mis-identification. This qualitative study employed a case study design to examine teachers‟ challenges in identifying learners. Six teachers were selected for interviews and the SIAS documents were studied to confirm the findings from interviews. Inductive methods were used to analyse the data. Recommendations for future research studies were made. / Inclusive Education / M. Ed. (Inclusive Education)

Full-service/inclusive schools are new institutions in South Africa which have been established in terms of the Education White Paper 6 (Department of Education, 2001:22-23) as pilot schools for the rolling out of the Inclusion policy in South Africa. The purpose of this study was to explore the teachers‟ challenges in identifying learners who experience barriers to learning in a rural Full-Service School in KwaZulu-Natal. Teachers in such schools are expected to have skills and knowledge to identify learners and provide support. Most teachers in Full-Service Schools possess qualifications to teach in mainstream schools and depend on the Departmental workshops for the skills needed to identify learners and provide support. The identification of such learners was selected because it is the first step in the process of providing support to learners. Teachers should therefore have skills and knowledge of identifying learners in order to minimise bias, non-identification, over-identification as well as mis-identification. This qualitative study employed a case study design to examine teachers‟ challenges in identifying learners. Six teachers were selected for interviews and the SIAS documents were studied to confirm the findings from interviews. Inductive methods were used to analyse the data. Recommendations for future research studies were made. / Inclusive Education / M. Ed. (Inclusive Education)

Abstracts in English, Tswana, Venda and Tsonga / The study explored the significance of educator’s assessment practices for learners who experience barriers to learning within the senior phase in Tshwane North District. The goal of the study was to explore the challenges that affect educators’ assessment practices for learners experiencing barriers to learning within Senior Phase. The study used the conceptual system based on the framework recommended by Hargreaves, Earl, and Schmidt (2002). The framework comprised four viewpoints which incorporate technological, cultural, political, and post-modern measurements. The model is exceptionally accommodating in explaining and justifying educator’s assessment practices. A phenomenological case study design was adopted in this study. Qualitative data collection instruments were used to gather data. The participants included 4 educators, 4 Deputy Principals, 4 Institutional Level Support Team (ILST) Coordinators, and 4 School Assessment Team (SAT) Coordinators. In addition, the other participants from District Office included the Head of District Assessment Team (DAT) and the Head of the District Level Support Team (DLST). Content analysis was utilised to dissect the data which was gathered in the study. The study revealed various barriers that hinder assessment practices when assessing learners experiencing barriers to learning. Amongst others overcrowding, non-availability of resources, lack of training of educators in assessing learners experiencing barriers to learning, insufficient parental involvement, insufficient support from the ILST and the DLST emerged as factors which negatively affected educators’ assessment practices in inclusive education classrooms. The results in this study resulted in the development of a Comprehensive Inclusive Classroom Assessment Model (CICAM) for Senior Phase secondary school educators in Tshwane North District. The researcher developed a model which responds to the needs of learners experiencing barriers to learning so that their pedagogical and assessment needs are catered for adequately. The model showed the convergence of different stakeholders which are required on board for inclusive education assessment experience for educators and learners to be effective and efficient as well. It was recommended that inclusive assessment practices should be flexible and provide tailor-made assessment practices which accommodate all learners despite their diversity. In this regard it was further recommended that assessment in inclusive classrooms should be adapted to ensure that assessment practices address the pedagogical and psychological needs of all learners in the classroom. The researcher believes that legitimate and adequate training can provide educators with clarity around what is anticipated of when assessing learners who experience barriers to learning. One of the recommendations is that teacher development and an ongoing support from the Department of Basic Education (DBE) needs to become a priority. / Thutopatlisiso e lebeletse bomaleba jwa ditiragatso tsa tlhatlhobo tsa barutabana malebana le barutwana ba ba itemogelang dikgoreletsi tsa go ithuta mo Legatong le Legolwane, mo dikolong tsa sekontari mo Kgaolong ya Bokone jwa Tshwane. Maikemisetso a thutopatlisiso e ne e le go lebelela dikgwetlho tse di amang ditiragatso tsa tlhatlhobo tsa barutababa ba barutwana ba ba itemogelang dikgoreletsi tsa go ithuta mo Legatong le Legolwane. Thutopatlisiso e dirisitse tsamaiso ya dikakanyo, e e ikaegileng ka letlhomeo le le atlenegisitsweng ke Hargreaves, Earl le Schmidt (2002). Letlhomeso le na le dintlhapono di le nne, tse di akaretsang ditekanyetso tsa thekenoloji, setso, sepolotiki le morago ga sejwalejwale. Sekao se mosola thata mo go tlhaloseng le go amogela ditiragatso tsa tlhatlhobo tsa morutabana. Go dirisitswe thadiso ya thutopatlisiso ya kgetse ya ditiragalo mo thutopatlisisong eno. Go dirisitswe didiriswa tsa kokoanyo ya data tsa molebo o o lebelelang mabaka go kokoanya data. Banni-le-seabe ba akareditse barutabana ba le 4, batlatsabagokgo ba le 4, bagokaganyi ba setlhophatshegetso sa legato la setheo (ILST) ba le 4 le bagokaganyi ba setlhopha sa tlhatlhobo sa sekolo (SAT) ba le 4. Go tlaleletsa, go nnile le banni-le-seabe ba ba tlhophilweng go tswa kwa Kantorong ya Kgaolo, go akarediwa Tlhogo ya Setlhopha sa Tlhatlhobo sa Kgaolo (DAT) le Tlhogo ya Setlhophatshegetso sa Legato la Kgaolo (DLST). Go dirisitswe tokololo ya diteng go lokolola data e e kokoantsweng mo thutopatlisisong. Thutopatlisiso e senotse dikgoreletsi di le mmalwa tse di kgoreletsang ditiragatso tsa tlhatlhobo fa go tlhatlhobiwa barutwana ba ba itemogelang dikgoreletsi tsa go ithuta. Mo thutopatlisisong, go tlhageletse gore go tlala go feta tekano, go tlhokega ga ditlamelo, tlhaelo ya katiso ya barutabana ya tlhatlhobo ya barutwana ba ba itemogelang dikgoreletsi tsa go ithuta, go se nne le seabe go go lekaneng ga batsadi, le go se nne le tshegetso e e lekaneng go tswa go ILST le DLST ke dintlha dingwe tse di amang ditiragatso tsa tlhatlhobo tsa barutabana ka tsela e e sa siamang mo diphaposiborutelong tsa thuto tse di akaretsang botlhe. Dipholo tsa thutopatlisiso eno di dirile gore go tlhamiwe sekao se se akaretsang sa tlhatlhobo ya phaposiborutelo e e akaretsang botlhe (CICAM) go dirisiwa ke barutabana ba Legato le Legolwane mo dikolong tsa sekontari mo Kgaolong ya Bokone jwa Tshwane. Mmatlisisi o tlhamile sekao se se tsamaelanang le ditlhokego tsa barutwana ba ba itemogelang dikgoreletsi tsa go ithuta, gore ditlhokego tsa bona tsa thuto le tlhatlhobo di kgotsofadiwe mo go lekaneng. Sekao se bontshitse go kopana ga baamegi ba ba farologaneng, ba ba tlhokegang gore maitemogelo a tlhatlhobo ya thuto e e akaretsang botlhe e nne bokgoni le nonofo mo barutabaneng le mo barutwaneng. Go atlenegisitswe gore ditiragatso tsa tlhatlhobo e e akaretsang botlhe e tshwanetse go obega mme e tlamele ka ditiragatso tsa tlhatlhobo tse di diretsweng lebaka tse di tlaa amogelang barutwana, go sa kgathalesege dipharologano tsa bona. Mo ntlheng eno, go atlenegisitswe gape gore tlhatlhobo mo diphaposiborutelong tse di akaretsang botlhe e tshwanetse go fetolwa go netefata gore ditiragatso tsa tlhatlhobo di samagana le ditlhokego tsa thuto le tsa seemo sa tlhaloganyo tsa barutwana botlhe mo phaposiborutelong. Mmatlisisi o dumela gore katiso ya boamaaruri le e e lekaneng e ka sedimosa barutabana malebana le se ba tshwanetseng go se solofela fa ba tlhatlhoba barutwana ba ba itemogelang dikgoreletsi tsa go ithuta. Nngwe ya dikatlenegiso ke gore katiso ya barutabana le tlamelo ya tshegetso e e tswelelang pele go tswa kwa Lefapheng la Thuto ya Motheo (DBE) e nne setlapele. / Ngudo yo wanulusa ndeme ya nyito dza ndingo dza vhadededzi zwi tshi ya kha vhagudiswa vhane vha tshenzhela zwithivheli zwa u guda kha Vhuimo ha Nṱha, zwikoloni zwa sekondari Tshiṱirikini tsha Tshwane Devhula. Tshipikwa tsha ngudo ho vha u wanulusa khaedu dzine dza kwama nyito dza ndingo dza vhadededzi kha vhagudiswa vhane vha tshenzhela zwithivheli zwa u guda kha Vhuimo ha Nṱha. Ṱhoḓisiso yo shumisa sisiṱeme ya muṱalukanyo, yo ḓisendekaho nga furemiweke yo themendelwaho nga Vho Hargreaves, Earl na Schmidt (2002). Furemiweke yo bveledza mbonalo nṋa, dzine dza katela thekhinoḽodzhi, mvelele, poḽotiki, maga a nga murahu ha zwino. Tshiedziswa tshi shumiswa nga maanḓa kha u ṱalutshedza na u khwaṱhisedza nyito dza ndingo dza vhadededzi. Ho shumiswa maitele a zwiitei kha ngudo heyi. Zwishumiswa zwa u kuvhanganya data ya khwaḽithethivi zwo shumiswa u kuvhanganya data. Vhadzheneli hu katelwa vhadededzi vhaṋa, vhathusa ṱhoho dza zwikolo vhaṋa, vhapfananyi vhaṋa vha thimu ya thikhedzo kha ḽeveḽe ya tshiimiswa (ILST) na vhapfananyi vhaṋa vha thimu ya ndingo ya tshikolo (SAT). U ḓadzisa kha zwenezwo, ho vha na vhadzheneli vho nangwaho u bva Ofisini ya Tshiṱiriki, hu tshi katelwa Ṱhoho ya Thimu ya Ndingo dza Tshiṱiriki (DAT) na Ṱhoho ya Thimu ya Thikhedzo kha Ḽeveḽe ya Tshiṱiriki (DLST). Ho shumiswa musaukanyo wa maṅwalo u khethekanya data yo kuvhanganyiwaho kha ngudo iyi. Ṱhoḓisiso yo wanulusa uri zwithivheli zwinzhi zwine zwa thivhela nyito dza ndingo musi hu tshi khou lingiwa vhagudiswa vhane vha tshenzhela zwithivheli kha u guda. Kha ngudo, ho wanuluswa uri u ḓalesa, u sa wanala ha zwishumiswa, u shaya vhugudisi kha vhadededzi kha u linga vhagudiswa vhane vha tshenzhela zwithivheli zwa u guda, u sa ḓidzhenisa lwo linganaho nga vhabebi, na u sa wana thikhedzo yo fhelelaho kha ILST na DLST ndi zwiṅwe zwiṱaluli zwe zwa kwama lu si lwa vhuḓi nyito dza ndingo dza vhadededzi kiḽasini ya pfunzo yo katelaho vhagudiswa vhoṱhe. Mvelelo kha ngudo heyi dzo bveledza mveledziso ya tshiedziswa tsho fhelelaho tsha ndingo ya kiḽasi yo katelaho vhagudiswa vhoṱhe (CICAM) kha Vhuimo ha Nṱha, vhadededzi vha tshikolo tsha sekondari Tshiṱirikini tsha Tshwane Devhula. Muṱoḓisisi o bveledza tshiedziswa tshine tsha fhindula kha ṱhoḓea dza vhagudiswa vhane vha tshenzhela zwithivheli zwa u guda, uri ṱhoḓea dzavho dza u funza na dza ndingo dzi katelwe nga nḓila yo teaho. Tshiedziswa tshi sumbedza u ṱanganelana ha vhadzhiamukovhe vho fhambanaho, hune ha ṱoḓea kha tshenzhelo ya pfunzo ya ndingo yo katelaho vhagudiswa vhoṱhe u vha yo teaho na u kona kha vhadededzi na vhagudiswa. Ho themendelwa uri nyito ya ndingo yo katelaho vhagudiswa vhoṱhe i tea u konisa na u ṋetshedza nyito dza ndingo dzo itelwaho ṱhoḓea dzine dza ḓo katela vhagudiswa vhoṱhe, zwi si na ndavha na u fhambana havho. Kha heḽi sia, ho dovha ha themendelwa hu tshi iswa phanḓa uri ndingo kha kiḽasi yo katelaho vhagudiswa vhoṱhe i fanela u khwiniswa u vhona zwauri nyito dza ndingo dzi khou fhindula ṱhoḓea dza u funza na dza muhumbulo kha vhana vhoṱhe vha re kiḽasini. Muṱoḓisisi u tenda kha uri u khwaṱha na vhugudisi ho teaho zwi nga ṋetshedza vhadededzi u vha khagala kha zwine zwa tea u lavhelelwa musi vha tshi linga vhagudiswa vhane vha tshenzhela zwithivheli zwa u guda. Iṅwe ya themendelo ndi ya uri mveledziso ya mudededzi na mbetshelo ya thikhedzo i yaho phanḓa u bva kha Muhasho wa Pfunzo ya Mutheo (DBE) zwi fanela u dzhielwa nṱha. / Ndzavisiso wu valange vutivikani bya maendlelo ya makambelelo ya vadyondzisi hi mayelana na vadyondzi lava hlanganaka na swirhalanganyi eka ku dyondza eka Xiyimo xa le Henhla, eswikolweni swa sekondari eka Xifundzatsongo xa Tshwane-N'walungu. Xikongomelokulu xa ndzavisiso lowu a ku ri ku valanga mitlhontlho leyi yi khumbaka maendlelo ya makambelelo ya vadyondzisi ya vadyondzi lava hlanganaka na swirhalanganyi eka ku dyondza eka Xiyimo xa le Henhla. Ndzavisiso lowu wu tirhise sisiteme ya xinongoti, leyi simekiweke eka rimba leri bumabumeriweke hi Hargreaves, Earl na Schmidt (2002). Rimba leri ri vumbiwa hi mune wa mavonelo, lama ya katsaka mipimo ya swa thekinoloji, swa mfuwo, swa tipolitiki na swa le ndzhaku ka ximanguvalawa. Modlolo lowu wu pfuna hi ndlela ya kahle swinene eka ku hlamusela na ku tiyisisa maendlelo ya makambelelo ya vadyondzisi. Dizayini ya ndzavisiso wa mhaka ya ntivomichumu yi amukeriwile eka ndzavisiso lowu. Switirho swa nhlengeleto wa data ya risima swi tirhisiwile eka ku hlengeleta data. Vatekaxiave va katse 4 wa vadyondzisi, 4 wa swandla swa tinhloko ta swikolo, 4 wa vakondleteri va swipano swa nseketelo swa levhele ya nhlangano (ILST) na 4 wa vakondleteri va swipano swa makambelelo ya swikolo (SAT). Hi ku engetela, a ku ri na vatekaxiave kusuka eka Hofisi ya Xifundzatsongo, ku katsa na Nhloko ya Xipano xa Makambelelo ya Swifundzatsongo (DAT) na Nhloko ya Xipano xa Nseketelo wa Levhele ya Swifundzatsongo (DLST). Nxopaxopo wa vundzeni wu tirhisiwile eka ku tlhantlha data leyi a yi hlengeletiwile eka ndzavisiso lowu. Ndzavisiso wu paluxe swirhalanganyi swo hambanahambana leswi swi kavanyeteke maendlelo ya makambelelo loko ku kamberiwa vadyondzi lava hlanganaka na swirhalanganyi eka ku dyondza. Eka ndzavisiso lowu, swi tumbulukile leswaku ku tala kutlula mpimo, nkavukona wa swipfuno, mpfumaleko wa vuleteri bya vadyondzisi eka ku kambela vadyondzisi lava hlanganaka na swirhalanganyi eka ku dyondza, ku khumbeka ka vatswari loku nga ringanelangiki, na nseketelo lowu nga ringanelangiki kusuka eka ILST na DLST a ku ri swin'wana swa swiphemu leswi khumbaka hi ndlela yo homboloka maendlelo ya makambelelo ya vadyondzisi eka tikamara to dyondzela ta dyondzo to katsa hinkwavo. Mivuyelo eka ndzavisiso yi tumbuluxe nhluvukiso wa modlolo wa makambelelo ya kamara ro dyondzela ro katsa hinkwavo ro katsakanya (CICAM) eka Xiyimo xa le Henhla, vadyondzisi va le swikolweni swa sekondari eka Xifundzatsongo xa Tshwane-N'walungu. Mulavisisi u hluvukise modlolo lowu wu angulaka eka swidingo swa vadyondzi lava hlanganaka na swirhalanganyi eka ku dyondza, ku endlela leswaku swidingo swa vona swa madyondziselo na swa makambelelo swi tirhiwa hi ndlela yo ringanela. Modlolo lowu wu kombe nhlangano wa vakhomaxiave vo hambanahambana, lava va lavekaka eka ntokoto wa makambelelo ya dyondzo yo katsa hinkwavo leswaku yi tirha kahle na ku nga tlangisi swipfuno eka vadyondzisi na vadyondzi. Ku bumabumeriwile leswaku maendlelo ya makambelelo yo katsa hinkwavo ya fanele ku cincacinceka na ku nyika maendlelo ya makambelelo lama endleriweke xikongomelo xolexo lama nga ta amukela vadyondzi hinkwavo, hambiloko ku ri na ku hambana. Eka mhaka leyi, ku tlhele ku bumabumeriwa leswaku makambelelo eka tikamara to dyondzela to katsa hinkwavo ya fanele fambelanisiwa ku tiyisisa leswaku maendlelo ya makambelelo ya tirhana na swidingo swa madyondziselo na swa le miehleketweni swa vadyondzi hinkwavo lava nga ekamareni ro dyondzela. Mulavisisi u kholwa leswaku vuleteri lebyi amukelekaka na ku va byo ringanela byi nga kota ku nyika vadyondzisi ntwisiso hi mayelana na leswi swi faneleke ku languteriwa loko ku kamberiwa vadyondzi lava hlanganaka na swirhalanganyi eka dyondza. Xin'wana xa swibumabumelo hi leswaku nhluvukiso wa vadyondzisi na ku nyikiwa ka nseketelo lowu yaka emahlweni kusuka eka Ndzawulo ya Dyondzo ya Masungulo (DBE) swi fanele ku rhangisiwa emahlweni. / Inclusive Education / D. Ed. (Inclusive Education)