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...

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

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.

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.

M.Ed. (Educational Management) / Please refer to full text to view abstract

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. -

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

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

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]

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.