Mildly intellectually disabled (MID) learners, in South Africa, experience a great deal of discrimination. For the Black MID learner, the situation has been the worst in that even at a time when their white counterparts received education in separate schools, nothing of the sort existed for them. Most of them found themselves in ordinary schools, a situation described by many authors as "mainstreaming by default". The new education dispensation of 1994 brought along with it the need to begin looking at ways in which these learners are to be accommodated in the education system. However, such accommodation is made difficult by the fact that teachers are not familiar with ways of catering for diversity in the classrooms. An investigation was undertaken of the phenomenon mild intellectual disability. The characteristics of these learners were studied, in order to understand how these characteristics impact on their learning. The teaching principles and learning principles that make it easier for them to learn were studied. Most of these learners experience problems with reading, writing and mathematics. Existing educational programmes in developed and developing countries were examined, together with aspects of those programmes that might be of use in South Africa. A closer look was taken at provisions for these learners in South Africa before the new dispensation. An empirical study was undertaken to investigate what manifestations these learners display, how they are assisted once they are identified and to establish if teachers receive any support from parents, school management teams and the Department of Education. Finally, it was investigated if methods used for Outcomes-Based Education can be used to accommodate MID learners. Implications were then tabled on three levels, namely, the macro level, which is the provincial level, where decisions regarding educational policy and legislation for the Province are made, the meso level, which concerns implementation at the district level, and the micro level, which is the school itself. This level concerns the teacher's task in the classroom. Finally, a training manual for school support teams was designed, tested and finalised as a document to be used in assisting teachers to support MID learners / Early Childhood Education and Development / D. Ed. (Special Needs Education)

Mildly intellectually disabled (MID) learners, in South Africa, experience a great deal of discrimination. For the Black MID learner, the situation has been the worst in that even at a time when their white counterparts received education in separate schools, nothing of the sort existed for them. Most of them found themselves in ordinary schools, a situation described by many authors as "mainstreaming by default". The new education dispensation of 1994 brought along with it the need to begin looking at ways in which these learners are to be accommodated in the education system. However, such accommodation is made difficult by the fact that teachers are not familiar with ways of catering for diversity in the classrooms. An investigation was undertaken of the phenomenon mild intellectual disability. The characteristics of these learners were studied, in order to understand how these characteristics impact on their learning. The teaching principles and learning principles that make it easier for them to learn were studied. Most of these learners experience problems with reading, writing and mathematics. Existing educational programmes in developed and developing countries were examined, together with aspects of those programmes that might be of use in South Africa. A closer look was taken at provisions for these learners in South Africa before the new dispensation. An empirical study was undertaken to investigate what manifestations these learners display, how they are assisted once they are identified and to establish if teachers receive any support from parents, school management teams and the Department of Education. Finally, it was investigated if methods used for Outcomes-Based Education can be used to accommodate MID learners. Implications were then tabled on three levels, namely, the macro level, which is the provincial level, where decisions regarding educational policy and legislation for the Province are made, the meso level, which concerns implementation at the district level, and the micro level, which is the school itself. This level concerns the teacher's task in the classroom. Finally, a training manual for school support teams was designed, tested and finalised as a document to be used in assisting teachers to support MID learners / Early Childhood Education and Development / D. Ed. (Special Needs Education)

District-based support teams (DBSTs) are tasked with supporting the implementation of inclusive education (IE). One of the core purposes of the Department of Education is to ensure that the whole system is organised in such a way that there is effective delivery of education and support services to all learners who experience barriers to learning and development, in both public ordinary as well as public special schools (Department of Education, 2009). This study investigated the experiences of DBSTs in their work of screening, identification, assessment and support (SIAS) implementation regarding Special Needs Education Services (SNES) in the Zululand District of the KwaZulu-Natal Department of Education. In an effort to understand their experiences, a qualitative research approach was adopted in which a case study design was employed. Six district officials were purposively identified (five females and one male). Six principals were also interviewed. The study employed interpretivism as the research paradigm. Data was generated through observations, document reviews and analysis, and semi-structured interviews. Content analysis was used to analyse the data. Theoretically, the study was framed by Deming’s Plan, Do, Check, Act (PDCA) cycle (Deming, 1986). Findings reveal that there is a lack of collaboration between district stakeholders and a lack of recognition and support from management. The vastness of the district and the workload makes it difficult to provide adequate support. The study concluded that collaboration among professionals within a district and all other stakeholders contribute significantly to the effective functioning of the DSTBs. It is therefore recommended that in order to ensure effective and functional DSTBs, it is important that continued support and collaboration among stakeholders be facilitated. The study also suggested further areas of research. / Inclusive Education / D. Phil. (Education)