M.Ed. (Multicultural Education) / The study focuses on the process-deficit model (within child-approach) and the concept of learning disabilities within the framework of a changing South African educational system. The research questions concentrate on the appropriateness of the model and paradigm In a multicultural educational system. The following questions are researched: Which ct1teria have to be considered In orthodidactlcal Intervention procedures for cultural diverse learners? How can the problems within the field of learnlng difficulties be addressed In a unitary educational system? Primarily the study alms to determine the status of the process-deficit model In a multicultural school. Secondly It attempts to identify the problem areas within the existing system and to find acceptable alternatives. Thirdly, the aim Is to use the identified ct1terta as guidelines In the search for a model for effective orthodidactlcal strategy planning. To comply with the above mentioned requirements, the study consists of a perspective on the history and future prospects of the process-deflclt model and the paradigm of specific leamlng difficulties practical evaluation of the model a search for criteria for appropriate Intervention procedures which may lead to a model for orthodldadlc support In the unique South African circumstances. The research Indicates the failure of both the concept and the category of speclflc leamlng disabilities to comply with the demands of science and practice In the field. As a result of theoretical and scientific shortcomings, the Integrity of the process-deflclt model is questioned to the extent that specific learning disabilities cannot be Justified 81 a category In a multicultural South African educational system. The model which was derived from a sophistlcated monocultural phase In the American educational system of the sixties is not reconcilable with the cultural complexity of South African circumstances. Should the South African conceptualisation of specific learning disabilities continue, the following problems are foreseeable: Since process-deficits can only be proven In a miniscule number of learners, the number of children who qualify for this category is extremely limited. Literally millions of children with learning difficulties are / wilI be excluded from It. Since It Is virtually Impossible to distinguish consistently between Intrinsic and environmental causes of learnlng disabilities, fair assessment of culturally diverse children Is unattainable according to the criteria and the diagnostic procedures of the model. Should the American example be followed, and the criteria expanded, over ldentiflcation of children will be Inevitable. The number of children then entitled to this category, will be overwhelming. The Infrastructure and current mode of Intervention willbe confronted by Impossible demands, as Is already the case. The quest for optimal effectiveness leads to a thorough Investigation of the theory, practice (Including diagnostic and Intervention procedures), provisional measures and structural aspect subjacent to the current orthodidactlc support system. The need for change In all areas Is emphasised. Guidelines as to how these changes may be brought about are discussed and reflected In the tentative model for orthopedagogics-orthodidactlc support In mainstream education submitted by the Interest Group, Orthopedagogics, of the Education AssocIation of South Africa

M.Ed. / The advances in the education of the learners with hearing-impairment in our schools is inhibited by several factors, for example, lack of trained and dedicated teachers, the lack of full time parent commitment and participation. Communication creates another problem due to the lack of Sign language, books and training manuals, and related teaching aids in the classroom. The major problem experienced in schools for learners with hearing-impairment is that teachers are not trained or skilled in teaching learners suffering from hearingimpairment. Reflecting on the lack of trained teachers Storbeck (1997:3) states that teachers of learners with hearing-impairment in South Africa, are not required to have undergone specialised teacher training to thus qualify for teaching learners with hearing-impairment. In the first instance as a result of involvement and participation in the instruction of hearing-impaired learners, also as principal of a school dealing with hearingimpaired and partially hearing-impaired learners, the researcher has come to realise that these learners experience specific problems. Furthermore, the researcher has also gained further appreciation of the teaching practices and teaching cultures that are in existence at schools for the hearing-impaired learners. In the second instance, lack of qualified teachers seems to be an important aspect of the problem. This distinct lack of qualified teachers in this field of learning and instruction has again placed emphasis on the fact that research in this context is essential and absolutely vital. In the third instance, the Government has appealed for improvement of teaching standards and commitment in general, and in this context it is also applicable to the hearing-impaired learners and the schools serving these learners specifically. As educators, we have to create and initiate some form of action to address the problems of the hearing-impaired learner, thus creating a scenario and opportunity for them to develop and become citizens contributing to future progress and achievements. The problem is that the hearing-impaired learner does not succeed at school. The research questions are: (a) "What kind of problems do hearing-impaired learners encounter at school? and (b) what are the guidelines for teachers to adapt when teaching in the classroom of the hearing-impaired learners?" The aims of the study are: to identify the learning problems encountered by the grade 8 and 9 hearingimpaired learners in the classroom; to provide guidelines to teachers to adapt their teaching in the classroom of the hearing impaired learners.

M.Ed. (Philosophy of Education) / The central aim of the study was to make an analysis of the values and value-orientations of girls committed to a child-care school in order to understand better their thought processes and behaviour. It was necessary to focus on values and value orientations as these are indicative of what is important to the girls and can be regarded as underlying motives for human behaviour. The motivation for this study lies in the fact that committal is a sensitive and often problematic situation. Children in ordinary schools are committed to child-care schools, and committed children in chid care schools are transferred to reform schools. The most important grounds for committal are need of care and unacceptable behaviour, hence the importance of examining values and value-orientations as underlying motives for behaviour. The primary expectation when committing a child to a child-care school is that the child will be guided towards a positive behaviour change. This study revealed that the value-orientation of an individual is subject to influence and that behaviour changes can be brought about through purposeful coaching of values. Bearing in mind the purposeful influencing of the value orientation of the committed pupil, it is essential that the educator should take special note of the various aspects of the committal, the living conditions, values and value-orientation of these learners. In this respect the most important aspects described in the study are: * an analysis and description of the grounds for committal and the legal stipulations applicable in cases of need of care. * The identifying of a hierarchy of fifteen main type values which can be regarded as possible determinants in assessing the behaviour of girls. * The identifying of characteristics which are typical of the lifestyle of committed girls, and which have an influence on their values, value-orientation and behaviour. With reference to the above aspects of the investigation the following are important findings: * Generally, the girls are committed on grounds of being in need of care for unacceptable behaviour. 'In need of care' refers to material inadequacies and a poor socio-economic existence. The 'unacceptable behaviour' which motivated most committals were serious disobedience, contact with undesirable friends, truancy, petty thieving, chronic absence from home and absconding from home. * With regard to the hierarchy of values it was discovered during the investigation that the values most affected were economic, relationship related, life- and personal values. Those least affected were moral, intellectual, physical and authoritative. The hierarchy of values is indicative of what is important to committed girls and affects their behaviour. * The characteristics of the lifestyle of most of the committed girls were: large families (more than five children) broken families (step parents) age at committal: 13/14 years home language: Afrikaans church attendance of parents: fairly good. Living conditions have an effect on value-orientation and contributes to behaviour on the grounds of which committal takes place.

M.Ed. (ICTS in Education) / Please refer to full text to view abstract

Since 2001 the South African Department of Basic Education has been working towards implementing Inclusive Education over a twenty year period. This is in accordance with international trends in education. This study set out to investigate the implementation of Inclusive Education in a South African context by conducting a case study at an Eastern Cape no‐fee‐paying primary school. It looked at how the government policy, as set out in Education White Paper 6 (EWP6) (DoE, 2001), is understood and being implemented by teachers at the Welcome Primary school. The study further investigated the introduction of the National Strategy on Screening, Identification, Assessment and Support (SIAS strategy) (DoE, 2008a) to gain insight into how teachers identify and assess barriers to learning in an ordinary primary school. In addition it looked at emerging factors that could impact on the implementation of this policy. With 16 years teaching experience in ordinary and private schools and 19 years experience in a special needs school as a teacher, head of department and then principal, I have personal experience of the crisis in the Eastern Cape Department of Basic Education. This awareness provided the impetus and interest in researching Inclusive Education policy implementation. It is my view that only when we begin to grapple with the problems right at the source of the education crisis within the majority of the no‐fee‐paying schools that informed decisions about policy and policy implementation can be made. As I am able to understand and converse in isiXhosa, I was able to observe and experience the implementation of EWP6 and the SIAS strategy in a school that is an isiXhosa‐medium ordinary primary school and similar to the majority of ordinary public schools in the district. A qualitative research approach based within an interpretive paradigm using the case study method was used for this study. Semi‐structured interviews, detailed field notes as well as documents generated by meetings and education conferences helped me to investigate and refine my research goals. The research found that the implementation of EWP6 and the SIAS strategy posed a major challenge for the Department of Basic Education, and highlighted the significant gap between ordinary primary schools and special needs schools. However, the fact that there is a partial engagement with the process of providing inclusive education, does present some measure of hope for a better future for those learners that have experienced the injustice of exclusion from education and society. The Eastern Cape Department of Basic Education will have to ‘catch up’ to other provinces in its delivery of every child’s constitutional right to education in an inclusive school environment. Factors emerged from the study that showed that the assessment of learners’ barriers to learning with the resultant support needs was a relatively new concept, as teachers tended to rely on traditional classroom tests and simple informal classroom assessments to assess the learners. Teachers expressed a good verbal knowledge of learners with support needs but found it very challenging to put this verbal knowledge into a written document. In addition there was inadequate support from the District Based Support Team to implement the SIAS strategy. This study showed that the medical model of assessment was still being adhered to in the research district with little evidence of a move to a social model of assessment in terms of the SIAS strategy. In addition, factors emerged indicating the serious impact that alcohol abuse has on children and the society in which they live. The evidence of increasing numbers of children with Fetal Alcohol Spectrum Disorder (FASD) in a single educational district is a matter of grave concern from an educational and financial perspective. It is my contention that this is a matter of national urgency and that the Department of Basic Education must confront the escalating problem of alcohol abuse and the resultant challenges of a large number of learners with serious barriers to learning that need to be included in the education system.

Inclusion is about the organizational change within schools to improve the educational system for all learners. It means changes in the curriculum, changes in how teachers teach and how learners learn, as well as changes in how learners with and without special needs interact with and relate to one another. The quality of leadership makes a significant difference to educator participation in accommodating all learners. However, for this we as educators must ensure that we are fully capable of delivering this service irrespective how old we are or what our qualification levels are. It is my objective to understand the role the school management team plays in facilitating the process of changes, as change cannot be forced and the fear of change must be acknowledged and faced. The qualitative research paradigm and more specifically the participatory action research approach, which is, applied research that treats knowledge as a form of power and designates with the line between research and social action particularly assisted me in answering my research question. xiv used to describe school management team members’ understanding and experiences pertaining to inclusive education and why they are procrastinating. After data analysis of the first step was concluded, the research established that the participant educators were not in favour of inclusive education and for that reason perceived it negatively. Educators are not enthusiastic about inclusivity. Step 2 was the action plan of my research study on which the school management team members decided collective as a method to restructure their thinking towards an implementation programme for inclusive education for their school. The researcher also reflected on the limitations inherent to this study and presented guidelines and recommendations for implementing and maintaining inclusive education.

Submitted in fulfillment of the requirements for the degree DOCTOR PHILOSOPHY in COMMUNITY PSYCHOLOGY in the FACULTY OF EDUCATION at the UNIVERSITY OF ZULULAND, 2005. / Along with the changes in the political an economical spheres in South Africa over the last decade, there has also been a shift towards a more democratic education system. The foundation for these changes has been laid by the Constitution of the Republic of South Africa and has important implications for education and the concept of inclusive education. The relevant clauses in the Constitution of the Republic of South Africa are those that contain principles of basic rights, equality and non-discrimination. The aim is to rectify the divisions of the past and establish a society based upon democratic values, social justice and fundamental human rights. This also entails the acceptance of an inclusive education policy that will ensure optimum provision for and inclusion of the full spectrum of educational needs within a single education system. Learners with special educational needs in an inclusive classroom are no longer regarded as the responsibility of a particular person outside the classroom, but of all educators. Educational Support Services need to make a paradigm shift in supporting teachers to assist learners with special educational needs. In the learning process educators play a distinctive role and if they do not function effectively, it could form a barrier to learning. Teachers have certain skills and abilities to assist learners with special educational needs and these need to be developed, as educational support services are not in a position to assist teachers and learners individually. As the implementation of the inclusive policy is inevitable, it is of the utmost importance to determine the needs of educators and how to support them to effectively assist learners with learning disabilities. The aim of this study is to establish how educators can be supported to effectively assist learners with special educational needs, specifically learning disabilities, within an inclusive classroom. Criteria as well as guidelines for a social-perceptual education program for learning disabled learners are also recommended. Sixty Educators from four different primary mainstream schools in the lower Umfolozi district, Empangeni region, Kwa-Zulu Natal, South-Africa, participated in the study. The schools represented the diversity of the South-African population as well as the diversity within the learner population. All the participants completed a questionnaire on special educational needs and 20 participants from the sample group participated in a focus group interview. Results of the quantitative data were explained by means of descriptive statistics. It was clear that educators were not effective in assisting learners with special educational needs in an inclusive classroom. From the qualitative data analysis process findings, four main patterns of concern emerged, namely, the need for on-going training, reduction of the educator-learner ratio, provision of psychological services and support regarding the social and emotional problems of learners with learning disabilities. As a result of this research a basic introductory study, providing certain criteria and guidelines for a social-perceptual education program, has been done. This program has value for further government implementation of training programs in inclusive education. It will also assist educators working with children with special educational needs in an inclusive classroom in mainstream education.

Thesis (Ph.D.(Curriculum Studies)) -- University of Limpopo, 2017 / Full-service schools have been introduced as a means to pilot the implementation of inclusive education in South Africa. The purpose of the study was to explore whether this model of full-service schools is ready to roll-out the implementation of inclusive education to all schools or not. The study followed a qualitative research approach and a case study design was adopted. Scaccia, Cook, Lamont, Wandersman, Castellow, Katz and Beidas (2015) readiness theory (R = MC2) was adopted. Sixteen teachers (16) and eight (8) Head of Departments (HoDs) from eight full-service schools were recruited to form part of the study. Data was collected through interviews, observations and document analysis. The study came up with five findings: i) the implementation of inclusive education was perceived as a good practice, ii) teachers did not acquire adequate training during pre-service training, iii) insufficient provision of resources, iv) lack of on-going support , and v) lack of collaboration amongst stakeholders. The overall finding of the study is that, although full-service schools in Limpopo Province appear motivated to implement inclusive education, they still lack the capacity to implement it. As a result, full-service schools in Limpopo Province are not yet ready to roll-out the implementation of inclusive education. Recommendations that may assist in realising a smooth roll-out to all other schools have been presented by the study. Keywords: Inclusive education, full-service schools, readiness theory / Humanities and Social Sciences (NIHSS-SAHUDA) and the National Research Foundation (NRF)

No abstract available / Educational Studies / M.Ed. (Didactics)

Text in Afrikaans / In hierdie studie is die opvoedingspraktyke van verskillende samelewings met betrekking tot verstandelik erg gestremde kinders histories-analities ondersoek. Die tendense wat telkens onderliggend aan veranderinge was, is geidentifiseer en aan die hand van pedagogiese kriteria geevalueer. In die antieke Griekse en Romeinse beskawings is 'n praktyk van uitwissing gevplg. Die Christelike godsdiens bet 'n meer verdraagsame houding meegebring, maar in die Middeleeue bet onkunde en bygeloof nog steeds hoogty gevier. Eers vanaf die agtiende en negentiende eeu bet groter kennis en 'n nuwe kindbeeld tot 'n meer rasionele benadering tot die verskynsel van verstandelike gestremdheid gelei. Pioniers, veral medici, bet na vore getree en die weg gebaan vir 'n beter bedeling vir hierdie kinders. Dit was egter eers in die tweede helfte van die twintigste eeu dat onderwys aan verstandelik erg gestremdes 'n werklikheid geword bet. Die beginsel van normalisasie is toenemend op dienste wat aan hierdie kinders verskaf is, toegepas en het tot gevolg gehad dat wetgewing met betrekking tot die onderwys aan verstandelik erg gestremde kinders tans in die toonaangewende lande en in SuidAfrika op 'n handves vir menseregte geskoei is. Hierdie bevindings bet segwaarde vir die huidige situasie ten opsigte van die beplanning van onderwysvoorsieninge vir verstandelik erg gestremde kinders in die Republiek van Suid- Afrika. / In this study the education practices with regard to severely mentally handicapped children of various societies have been investigated from a historic-analytical perspective. The trends related to a certain anthropologic view and a specific child image, which have been the cause of certain changes have also been identified and were evaluated according to pedagogic criteria. In the ancient Greek and Roman civilizations a trend of infanticide influenced the education of severely mentally handicapped children. The Christian religion brought a more tolerant attitude, but during the Middle Ages superstition and ignorance were still at the order of the day. It was only from the eighteenth and nineteenth centuries that more knowledge and a new child image brought about a more rational approach to this problem. Pioneers, mostly medical surgeons, came to the fore and paved the way for a better dispensation for these children. In the latter part of the twentieth century education for the severely mentally handicapped had for the first time become a reality. The normalization principle was increasingly applied to all services rendered to these children and this resulted in legislation regarding the education of severely mentally handicapped children in all leading countries and in South Africa being based on a declaration of human rights. These findings have an important meaning for the present situation with reference to the planning of education services for severely mentally handicapped children in South-Africa. / Educational Studies / M. Ed. (Historiese Opvoedkunde)