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Kurrikulering as bestuursopgawe in die spesiale skoolBotha, Jacobus Lodewikes 29 May 2014 (has links)
D.Ed. (Educational Management) / The rendering and implementation of a suitable school curriculum for the educable intellectually handicapped pupil poses a problem on the micro level of circulating, and a managerial problem to both the teacher and the headmaster or managerial team of the special school. In the research in question, a literature study was undertaken, systematic reflection was done, a questionnaire was compiled, and practical experience as headmaster of a special school for whites in the Transvaal was implemented, to be able to: provide pedagogically founded curriculum guidelines for the teacher and the headmaster or managerial team as curriculators on the micro level and to design managerial structures and identify and describe managerial approaches, managerial styles or leadership styles and areas of management, with a view to supporting and realising curriculum implementation on the micro level...
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'n Studie van die houding en gesindheid teenoor spesiale onderwys soos geopenbaar deur 'n groep ouers van spesiale klas-leerlinge in Oos-KaaplandBouwer, Jeremia Cornelius Esias January 1979 (has links)
Die weerstand wat ouers soms teen Spesiale Onderwys bied, kan stremmend inwerk op leerlinge. Om insig in die gesindheid van ouers van Spesiale Klas-Ieerlinge te verkry, is 'n gewysigde vorm van die Thurston Sentence Completion Form gebruik. Die vorms is deur ouers van leerlinge in 'n aantal Spesiale Klasse in Oos-Kaapland voltooi en die response is in positiewe en negatiewe reaksies ingedeel. Ook is elke item ontleed. Daar is tot die gevolgtrekking gekom dat die meeste ouers tog weI positief ingesteld is teenoor Spesiale Onderwys en inderdaad erkenning verleen aan die werk wat in die klasse gedoen word. Die behoefte aan 'n nouer skakeling tussen die betrokke ouers en die skole het duidelik na vore gekom
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Leadership's influence on the holistic development of learners with barriers to learningWIlliams, Pearl Juanita Cherrol January 2012 (has links)
The implementation of an inclusive education system in South Africa after 1994 has challenged public schools to revisit their management structures; and, in the process, it has offered learners with barriers to learning the opportunity to become independent and employable members of society – especially in disadvantaged school communities, where learners are often limited in their development because of financial constraints. However, many education policies – based on humanity, equality, social justice and accessibility – are often neglected at some schools; and this causes many learners with barriers to learning to lose heart or drop out of mainstream schools. The main aim of this study was to investigate and describe school leadership‟s management strategies to implement intervention programmes to the benefit of learners in need, since schools are required to accommodate and support all learners in partnership with the wider school community. To understand how these amendments influence disadvantaged schools, an in-depth qualitative inquiry was conducted with 10-13 different leaders, selected through purposive sampling, at each of three disadvantaged primary schools in Port Elizabeth that are directly responsible for teaching learners with barriers to learning. During the data-collection, individual interviews, group interviews and an observation were used. The process of content analysis was implemented to analyse the data. This entails coding, categorising, comparison and conclusion of the information. Four main themes emerged, namely: barriers to learning experienced in these disadvantaged schools; insufficient infrastructure in these schools; dealing with the problem at present; and possible interventions and guidelines, which were closely associated with the four sub-questions of the study – and eventually answered the research questions.
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An exploration of teaching practices of special needs educators in the context of building an inclusive education system.Naidoo, Primmithi. January 2005 (has links)
In the past learners with disabilities have experienced severe forms of discrimination,
isolation and separation. They were perceived as persons with deficits and in need of
help. They were separated from society as they were considered to be inadequate
people. The discriminative practices against learners with disabilities and the
doctrines of apartheid that contributed to discrimination and separation on racial
differences resulted in learners with disabilities being doubly handicapped. The
discrimination against learners with disabilities is largely the result of adherence to
the medical model and deficit theory to disability.
However, the current trends which support the social rights theory and ecological
systems theory to disability which are consistent with the Constitution and its Bill of
Rights, adopts an inclusive approach and promotes equal rights and equal opportunity
to all people, including learners with disabilities. This commits schools to enrolling
learners with disabilities and providing equal education opportunities for them. To
provide a meaningful educational experience for all learners, education structures
need to be enabled, and attitudes, teaching and learning methodologies, and the
curriculum changed to reflect inclusive values. Furthermore, Education White Paper
6 (DoE, 2001) clearly states that classroom educators are the primary resource for
achieving the goal of inclusive education. This implies that educators will need to be
empowered to change their attitudes, refine their teaching practice and where
necessary, develop new ones. Hence, this study aims to explore the teaching practices
of special needs educators in the context of building an inclusive education system.
A qualitative case study approach was adopted in this study, whereby six participants
who were teaching at special schools were interviewed using a semi-structured
interview schedule, exploring their day to day teaching practices. The findings reveal
that the teaching practices of special needs educators are in line with inclusive
practices that could benefit mainstream educators. Special needs educators adjust and
adapt their teaching practice to accommodate and address the diverse needs of all the
learners so that each individual learner receives a learning experience that "fits".
However, acknowledgement and recommendations are made with regard to the
challenges encountered when adapting teaching practices. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2005.
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Die bestuurskundige optimalisering van beheerpersoneellede aan skole vir dowe en blinde leerlinge in die Departement Onderwys en OpleidingFouché, Hermanus Hendrik 28 July 2014 (has links)
M.Ed. (Educational Management) / Please refer to full text to view abstract
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Die rol van spesiale skole in inklusiewe onderwysHall, Riana 12 1900 (has links)
Digitized from microfiche to pdf. / Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 1998. / AFRIKAANSE OPSOMMING: Die tydperk van afwagting
op die afkondiging van wetgewing rondom die proses van transformasie, word gekenmerk
deur 'n lae onderwysermoraal, besnoeiings in begrotings, oorvol klasse, diverse
leerderbehoeftes, sowel as 'n algemene gevoel van onsekerheid oor die toekoms. Teen
hierdie agtergrond het die studie gepoog om die insluiting van leerders met spesiale
onderwysbehoeftes in hoofstroomonderwys, vanuit spesiale skool-personeel se perspektiefte
bepaal. Daar is gebruik gemaak van 'n situasie-analise van die huidige stand van spesiale
skole, kommentaar van spesiale skool-personeel oor inklusiewe onderwys in te win, sowel as
om onderhoude te voer met belanghebbende rolspelers en kundiges rondom inklusiewe
onderwys op nasionale en internasionale gebied.
Dit blyk uit die ondersoek dat daar 'n behoefte is aan samewerking tussen spesiale en
hoofstroomonderwys. Spesiale skole as deskundige sentrums kan 'n bydrae lewer op die
gebied van die assessering van leerstyle en akademiese vaardighede, die bepaling van sosiale
en gedragsbehoeftes, sowel as die organisering van die multi-disiplinêre span rondom die
leerder se akademiese en nie-akademiese behoeftes. Spesiale skool-personeel kan betrokke
raak by die opleiding en ondersteuning van hoofstroomonderwysers in die hantering van
leerders met spesiale onderwysbehoeftes en kan as samewerkende konsultante by
verskillende onderwyssituasies inskakel, soos byvoorbeeld:
• in die hoofstroomskool in die hoofstroomklas;
• in 'n hoofstroomskool waar leerders tydelik onttrek word uit die hoofstroomklas;
• in die hoofstroomskool in 'n spesiale klas of eenheid; of
• in 'n spesiale skool.
Ten spyte van bestaande vaardighede en kennis van beide hoofstroom- en spesiale
onderwysers, beskik hulle nie oor die nodige samewerkingsvaardighede om kundighede
effektief te deel nie. Dit blyk dat spesiale skole as bestaande formele strukture onderwysbehoeftes
moet aanspreek en ondersteuning behoort te bied aan leerders, onderwysers, ouers
en ander lede van die gemeenskap in die beweging na inklusiewe onderwys in Suid-Afrika. / ENGLISH ABSTRACT: Special education and mainly the continued existence of special schools, is the focal point of
the transformation to a system of inclusive education in South Africa. The period pending the
promulgation of law regarding the process of transformation, is distinguished by the low
morale of teachers, cutbacks on budgets, a large number of learners with diverse needs in
mainstream, as well as special classes, and a general feeling of uncertainty pertaining to the
future. Against this background, the study seeks to investigate the inclusion of learners with
special educational needs in mainstream schools from special school staff's point of view.
This study involved a situation analysis of the current stance of special schools, gathering
comments from special school staff on inclusive education, as well as having interviews with
role-players and experts on inclusive education on national and international domain.
The study reveals a need for special and mainstream teachers to collaborate. Special schools
as expert centers can be instrumental in assessing learning styles and academic skill levels,
identifying social and behavioural needs and organising the multi-disciplinary team around an
individualised plan in order to meet both academic and non-academic needs. Special school
personnel should be involved with the support and training of mainstream teachers to
empower them to deal with learners with special educational needs. Special school personnel
can link up as collaborative consultants in various educational settings, such as:
• in the mainstream school in the mainstream class;
• in the mainstream school where learners are temporarily pulled out of the regular
programme;
• in the mainstream school in a special class or unit; or
• in a special school.
Despite existing skills and knowledge of both mainstream and special school teachers, they
do have the necessary collaborative skills to effectively share their expertise. This study
indicates that special schools, as existing formal structures, have a pivotal role in addressing
these needs and supporting learners, teachers, parents and other community members in the
movement to inclusive education in South Africa.
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The implementation of action and drama techniques with learners with special educational needs in South Africa : a literature studyEnglish, C. L. 12 1900 (has links)
Assignment (MEd(Psyc))--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: This literature review highlights, with particular reference to the South African
context, the emotional needs of learners with special educational needs (SEN) and
stresses the importance of therapeutic intervention for these learners if educators
wish to promote optimal academic, social and personal development. Due to South
Africa's current economic climate a cost effective and time efficient intervention
programme that is accessible to a large number of learners is essential.
Action and drama techniques are proposed as possible therapeutic tools, which
could potentially be implemented by educators, as therapeutic agents, within the
education system. Educators would take on the central facilitation roles within these
groups. The roles of director and co-director in this context have consequently been
given particular cognizance.
This literature review concludes that the use of action and drama techniques offers
the following benefits:
~ The techniques appear to be effective treatment options for all learners with
special educational needs. including those with limited verbal communication
skills
~ The techniques appear to be most effective in a group setting and as such,
possess the potential to reach a large number of learners. ~ Literature indicates that the techniques are adaptable and may be implemented
at various levels and in diverse contexts. For example, it appears that the
techniques may be implemented at a basic level in the classroom, or in more
depth in a therapeutic group scenario.
~ The techniques may be implemented in a holistic manner, e.g. psychodrama
model, in isolation, or be integrated with other approaches or theories.
~ Literature suggests that the techniques allow learners to gain more insight into
their functioning, to work through unresolved emotions and to develop new and
more functional behaviours.
~ The techniques appear to be time efficient in that literature indicates that they are
conducive to brief therapy.
~ Training educators as directors and co-directors offers a potentially cost effective
and accessible intervention option for South Africa. / AFRIKAANSE OPSOMMING: Hierdie literatuur bespreek sekere hoogte punte, met spesifieke verwysing na die
Suid-Afrikaanse konteks, die emosionele behoeftes van leerders met spesiale
onderwys behoeftes (SEN). Dit plaas klem op die belangrikheid van terapeutiese
intervensie vir hierdie leerders indien opvoeders ten doel het om optimale
akademiese, sosiale en persoonlike ontwikkeling te bevorder. Weens Suid-Afrika se
huidige ekonomiese klimaat is 'n koste-effektiewe en tyds-doeltreffende effektiewe
intervensie program wat toeganklik is vir 'n groot getal leerders, absoluut
noodsaaklik.
Aksie- en dramategnieke word voorgestel as moonlike terapeutiese middels, wat
potensieel deur opvoeders geimplementeer kan word as terapeutiese middels,
binne die onderwys stelsel. Opvoeders sou dan die sentrale fasaliterings rolle binne
hierdie groepe inneem. Die rolle van 'n regisseur en mede regisseur in hierdie
konteks het gevolglike spesifieke aandag gekry.
Hierdie literatuuroorsig kom tot die gevolgtrekking dat die gebruik van aksie- en
dramategnieke die volgende voordele bied:
~ Die tegnieke blyk om effektiewe behandelingsopsies te wees vir leerders met
beperkte verbale kommunikasie vermoëns
);> Die tegnieke blyk mees effektief te wees in 'n groepsverband en as sulks, beskik
dit oor die potentiaal om 'n groot getalleerders te bereik.
);> Die tegnieke is aanpasbaar en kan geïmplimenteer word op verskeie vlakke en
in diverse kontekste. 'n Voorbeeld hiervan blyk te wees dat die tegnieke
geimplimenteer kan word op 'n basiese vlak in die klaskamer, of meer in diepte
in 'n terapeutiese groep scenario.
);> Die tegnieke kan geïmplimenteer word op 'n holistiese wyse, byvoorbeeld 'n
psigodramamodel, in isolasie, of kan geïntigreer word met ander benaderings of
teorieë
);> Die tegnieke laat leerders toe om meer insig te verkry in hul funksionering, om
deur onopgeloste emosies te werk en nuwe en meer funksionele gedrag te
ontwikkel
);> Die tegnieke blyk meer tyds-effektief te wees deurdat die literatuur aandui dat dit
kortstondige terapie aanhelp
);> Die opleiding van opvoeders as direkteure en mede-direkteure bied 'n
potensieel-koste effektiewe en toeganklike intervensie-opsie aan Suid-Afrika
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Attitudes of South African teacher educators in relation to mainstreaming pupils with special needsCholes, Gwynneth, May January 1997 (has links)
A Dissertation Presented to The Division of Specialized Education
The University of the Witwatersrand In Partial Fulfillment of the Requirements for the Degree of Master of Education (Educational Psychology) / The policy of mainstreaming and the provision for learners with Special Educational Needs (SEN) in the regular classroom is being promoted in many countries. The rationale for this study lies in the pivotal role of teacher educators In facilitating the success of
mainstreaming. ( Abbreviation abstract ) / AC2017
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Attitudes of professionals at schools towards mainstreaming children with special needsChristie, Cheryl Desiree January 1998 (has links)
Thesis (M.Ed. (Educational Psychology))--University of the Witwatersrand, Faculty of Education, 1998. / This study investigated the attitudes of professional staff members at schools in Gauteng
towards the implementation of mainstreaming/inclusion of Learners with Special Educational
Needs (LSEN). Three hundred and sixty professional staff members from nineteen schools
answered the Questionnaire on Special Educational Needs of Pupils, which was designed to
assess the perceived competence and the attitudes of teachers the mainstreaming of LSEN.
Nineteen urban schools in Johannesburg participated in this study; namely, five dual medium
(English and Afrikaans) government remedial education schools, six government schools with
an aid class, four private remedial education schools and four private regular education
schools. [Abbreviated Abstract. Open document to view full version]
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Towards effective programmes for the mentally disabled adults at Reakgona Adult Learning CentreMathikithela, Maite Sara January 2009 (has links)
Thesis (M.ED. (Adult Education)) --University of Limpopo, 2009 / This report describes the research carried out at Reakgona Adult Learning Centre at
Seshego, which is 11 km North-West of Polokwane, the capital city of Limpopo
province. The main aim of the study was to investigate the effectiveness of programmes
designed for the mentally disabled adults.
For me to achieve the outlined aim, I formulated the following research question:
• How do programmes designed for the mentally disabled adults benefit them in
their everyday lives?
In an attempt to answer the above question I decided to undertake an exploratory study to
get insight into programmes offered at Reakgona Adult Learning Centre.
For me to evaluate if the programmes could have beneficial impact to the target group I
looked into the aims and objectives of the programmes at Reakgona Adult Learning
Centre. I also took into consideration the vocational training needs of adults with mental
disability. The characteristics of programmes and the possibilities for improving the
programmes designed for the mentally disabled adults were also considered. Chapter 1;
was concluded by describing the scope of the study.
In chapter 2; I formulated the assumptions about factors that could contribute towards the
provision of effective programmes. The factors are vocational training programmes, basic
literacy and numeracy skills, life skills, interpersonal skills, communication skills and
self-help skills. After reading relevant documents on people with mental disabilities,
conducting exploratory interviews with people on the field and based on my preliminary
visit to Reakgona Adult Learning Centre, I came up with other factors that could
contribute towards the provision of effective programmes. They are Centre Based Support Programmes and assessment programmes. This chapter was concluded by
definition of the key concepts.
This chapter was concluded by
definition of the key concepts.
In chapter 3; I described the design of the study. The main focus of this chapter was to
discuss the two tracks of data collection. The first track was about reviewing and
interrogating admission policy document of Reakgona Adult Learning centre while the
second track had to do with data collection. I also explained how the collected data was
analysed using qualitative data analysis method. This chapter was concluded with the
reflections, which is about my experiences during the research process.
Chapter 4; presented the empirical results of the study. It gave an account of the
programmes, which are offered at the centre and the extent to which these programmes
are of benefit to the target group. It also provided the description of the centre, vision,
mission, aims and objectives, types of programmes and their characteristics. The
hierarchical structure of the role players is also outlined.
The final chapter (five) presented the final conclusion based on the findings of this study.
It gave the overall conclusion of what the researcher has discovered during the research
process and account on programmes, which might be effective for the mentally disabled
adults at Reakgona Adult Learning centre. Recommendations for the improvement of the
programmes were also outlined. This chapter was concluded with the recommendations
for further study.
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