This transformative mixed method case study investigated the influence of Dance/Movement Therapy (DMT) as a physical activity on the psychosocial well-being of learners with the visual impairment of low vision in a school for the visually impaired in Gauteng. A study of existing literature indicated a series of psychological and social dynamics which shape a person with low vision’s self-esteem and subsequent psychosocial well-being. A DMT intervention programme was designed accordingly. Through a filtering process, six female, adolescent participants with possible self-esteem challenges were identified. These participants completed the Rosenberg Self-Esteem Scale (RSES) prior to taking part in the eight 60 minute sessions of the DMT intervention programme. The RSES was completed again post-intervention. Results indicated an increase in the self-esteem levels of all six participants to various degrees. Qualitative measures, including observations schedules, process notes in a researcher’s diary and participant reflections in DMT Journey Journals supported quantitative findings. / Mokgwa o, o o tswakantseng was diphetogo wa dithuto o batlisitse thotloetso ya Motantsho/ Motsamao wa pholo jaaka ikatiso ya mmele mo go itekanelong/ boitekanelong jwa tlhaloganyo ya barutwana ba ba sa boneng sentle mo sekolong sa bana ba ba sa boneng mo kgaolong/ porofinsi ya Gauteng. Dipatlisiso tsa dikwalo tse di leng teng di supa tatelano ya tlhaloganyo le loago e e farologaneng e e bopang go tlhoka go itshepa ga motho yo a neng le pono e e bokowa le tlhaloganyo le botho jwa gagwe. Ka jalo lenaneo la tseregano la DMT le ile la diriwa. Ka mokgwa wa go tlhopha, makgarebe a baša a le marataro, a a nang le mathata a go tlhoka boitshepo a ile a tlhopiwa. Ba tsaya karolo ba ba ile ba tlatsa kgotsa ba konosetsa selekano sa boitshepo sa Rosenberg (RSES) pele ba tsaya karolo mo go lenaneong la dikarolo tse robedi tsa metsotso e le 60 ya tserenanyo ya DMT. Morago ga tsereganyo selekano se ile sa tladiwa gape. Dipholo di supile kgolo e e farologaneng ya boitshepo mo go batsayakarolo botlhe ba le barataro. Ditekanyetso tsa boleng, tse di akaretsang lenaneo la ditlhokomediso, dintlha tsa tiriso tsa letsatsi le letsatsi mmatlisisi le maikutlo a batsaakarolo di totobatsa dipholo tse.dintsi mo dikwalong tsa tsela ya DMT. / Die invloed van die fisiese aktiwiteit van Dans/Bewegingsterapie op die psigososiale welstand van leerders met lae visie in ‘n skool vir gesiggestremde leerders in Gauteng is deur hierdie transformatiewe gemengde metode gevallestudie ondersoek. ‘n Studie van bestaande literatuur het ‘n reeks sielkundige en sosiale faktore wat die persoon met lae visie se self-beeld en gevolglike psigososiale welstand vorm uitgelig en ‘n Dans/Bewegingsterapie intervensieprogram is daarvolgens ontwerp. Ses vroulike adolesente deelnemers met moontlike self-beeld uitdagings is deur middel van ‘n filtreringsproses geïdentifiseer. Hierdie deelnemers het die Rosenberg Self-Esteem Scale (RSES) voor en na hulle deelname aan 8 60 minute sessies van die Dans/Bewegingsterapie intervensieprogram voltooi. Resultate het onderskeidelik ‘n toename in selfbeeldvlakke van al ses deelnemers tot in verskillende mates aangedui. Kwalitatiewe maatstawwe soos die gebruik van obserwasieskedules, prosesnotas in ‘n navorserdagboek en deelnemers se refleksies in hulle persoonlike Dans/Bewegingsterapie joernale het die kwantitatiewe bevindinge ondersteun. / Psychology of Education / M. Ed. (School Guidance and Counselling)

Text in Afrikaans / The goal of the research is to explore the personality profile of aggressive victims of bullying in a special school. Qualitative, applied research of an explorative and descriptive nature was followed. In order to address the problem, namely that the personality profile of children can lead to aggressive victims, the researcher undertook a literature study to describe bullying in middle childhood with the focus on aggressive victims, the Five Factor Model of Personality, bullying in special schools and organismic selfregulation within Gestalt therapy. The researcher's knowledge of the Five Factor Model of Personality enabled her to compile the interview schedules for the semi-structured interviews. Purposeful sampling was conducted to identify respondents for the interviews. The interviews were conducted with four aggressive victims of bullying, their parents, as well as their class teachers. During the analysis of data, themes were identified. These themes were verified with literature and recommendations were made. / Social work / M.Diac.(Play therapy)

The role of school management on the qualitative provision of inclusive education in designated full-service schools in North West Province is vital for optimum accommodation of learner diversity in ordinary mainstream primary schools. The school management of designated primary schools are assigned with the task of ensuring that inclusive education policy and practices are adopted and implemented by all stakeholders as prescribed by policy in their respective schools. This dissertation sought to investigate at a micro perspective the impact of school managers as individual employees and their response to the new inclusive education system in their schools. The study also identifies factors that facilitate or hinder their role. A qualitative approach and the case study design were applied in this study. Five schools were purposefully selected and total of 40 participants were involved. The participants include five principals, five deputy principals, ten heads of departments (HoDs) and 20 members of the SBST. Data were collected by conducting individual interviews for principals and deputy principals and focus group interviews for HoDs and members of SBST. The findings reveal that the school managers, SBST and stakeholders like parents do not yet understand the reasons behind expansion of inclusive education in their schools. The study reveals that the school management are still finding it difficult to fulfil their role and responsibility. This is owing to numerous challenges emanating from inadequate support from district based support teams or departmental officials, pedagogical barriers, systemic barriers, insufficient staffing, lack of human resource development through trainings, infrastructure challenges, resistance to policy such as SIAS and lack of knowledge of assistive devices. Subsequent to that, literature review reveals that studies on implementing inclusive education in schools focus largely on the plight and role of teachers and that little attention was paid to the role of school management on the provision of inclusive education. To enhance the impact of school management on provision of inclusive education and to address prohibiting factors noted form the findings, the study recommends to the department an intensive and structured capacity building programmes for departmental officials, school management, curriculum specialists, senior managers with specific reference to inclusive teaching strategies, admission within protocol of SIAS policy, and curriculum differentiation using assistive devices. A proposed model to improve the impact of school management on the provision of inclusive education with specific reference to administer admission within SIAS protocol is presented. / Educational Management and Leadership / M. Ed. (Education Management)