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This research investigated the views of nineteen learners with learning difficulties in a special school in the Netherlands on their transition from school to work. Their views were explored in a setting represented by the views of five parents, six teachers, four employers and the way in which their position is described in school documents. The wider context is Dutch society, education and policies regarding special education and policies to enhance the participation of learners with disabilities into employment. Main aim of the research was to give the learners a voice in the transition from school to work. The theoretical framework contains an interpretation of the concept of voice and its implications for listening to the learners. It is also discussed how different perspectives on disability influence education of the learners, how this affects their transition from school to work and ultimately their chances of employment. The research has characteristics of both interpretive and critical educational research. Data collection took place in different ways. The learners were mainly interviewed in focus groups. This method was also used for the parents while teachers and employers were interviewed individually. Data from focus group and individual interviews were analysed using thematic analysis. Conceptual analysis was used for analysis of the school documents. The findings suggest that the learners have a sharp understanding of their position in the transition from school to work. They do not deny their learning difficulties but argue that impairments are part of human diversity and should not be a reason to make it more difficult for them to access employment. Findings related to the other participants suggest a discrepancy between views of the learners and views of others regarding their capabilities to participate in the transition process to employment.

Upon the introduction of the Universal primary education in 1997 by the government of Uganda, the idea of integrated education was put into practice. As of now, children with disabilities are accessing education through the mainstream schools though facing many challenges. However, our study has found out that CWDs are still facing many challenges in accessing special education in Uganda. This includes lack of good physical infrastructure, educational materials, easy access to classrooms, and other services.                                       In addition, teachers are not motivated to take care of the needs of CWDs, resulting in low morale. Corruption among officials within the system is yet another factor affecting special education provision for CWDs.    The study was conducted through qualitative method with semi structured interview questions. In one of the districts in Uganda, four teachers in one primary school and four education officials in the same district were interviewed. The aim of this study was to find out the challenges facing children with disabilities, and the possibilities of providing special education to them.

The use of Information and Communication Technology (ICT) has an immense potential to improve the support needs of learners with visual impairments as well as their self-sufficiency and self-reliance. In the last nine years, the South African government introduced inclusive education, through White Paper 6 that requires that Learning, Teaching and Support Material, including ICTs be provided to learners with visual impairments. The provision of Assistive Technology devices (ATs) is essential to learners with visual impairments full involvement in learning through the use of ICTs. Furthermore, literature indicates that many studies were done in the use of ICTs in teaching and learning, specifically for learners with diverse visual impairments. Recommendations were also supplied by these studies on how and when to use ICTs in the teaching and learning of visually impaired learners. The empirical research of this study revealed that ICTs are essential tools for visually impaired learners to enhance their learning. It also drew attention to the fact that despite the commitments of White Paper 6 schools for the visually impaired are not yet supplied with appropriate ICTs and educators are not adequately trained to apply ICTs in teaching and learning. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011

The use of Information and Communication Technology (ICT) has an immense potential to improve the support needs of learners with visual impairments as well as their self-sufficiency and self-reliance. In the last nine years, the South African government introduced inclusive education, through White Paper 6 that requires that Learning, Teaching and Support Material, including ICTs be provided to learners with visual impairments. The provision of Assistive Technology devices (ATs) is essential to learners with visual impairments full involvement in learning through the use of ICTs. Furthermore, literature indicates that many studies were done in the use of ICTs in teaching and learning, specifically for learners with diverse visual impairments. Recommendations were also supplied by these studies on how and when to use ICTs in the teaching and learning of visually impaired learners. The empirical research of this study revealed that ICTs are essential tools for visually impaired learners to enhance their learning. It also drew attention to the fact that despite the commitments of White Paper 6 schools for the visually impaired are not yet supplied with appropriate ICTs and educators are not adequately trained to apply ICTs in teaching and learning. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2011

The lack of learner discipline in ordinary schools is a universal concern. Managing learners’ discipline is even more challenging in special schools since learners with special educational needs (LSEN) struggle with a wide range of difficulties that impact their behaviour. Many of these learners do not readily recognise authority and have a very hard time following school rules. These are often secondary problems stemming from primary conditions, such as communication disorders which are complex and difficult to manage. This case study was conducted at a special school in the Gauteng province of South Africa. A sample of 18 members participated in the study by answering semi-structured interview questions. The goal of this qualitative study was to answer the main research question: How do special schools manage learner discipline? To do this, the nature, intensity and frequency of the disciplinary issues of learners in special schools had to be explored. The unique challenging and disruptive behaviours of individual learners in special schools include but are not limited to ADHD-associated behaviours, extreme aggressiveness, the throwing of tantrums, verbal abuse and direct threats towards teachers and other learners, hitting, biting and scratching teachers, severe defiance, and severe bullying. These behavioural challenges have a negative impact on both the quality of teaching and learning as well as on the safety and security of all school stakeholders. The findings of this study were interpreted through the theoretical lens of the social model of disability, as learners in special schools are accommodated using measures implemented from a social premise. While using the medical model of disability as a base, teachers and other staff at the research site currently apply the principles of the social model of disability to accommodate learners with behavioural problems in spite of the limitations of this model. These environmental accommodative measures have also proven successful in removing spatial barriers and assisting the staff in managing learner behaviour. This study used Charles’ (1989) definition concept as a working definition for the management of discipline in schools focusing on preventive, supportive and corrective discipline. The literature review focussed on these concepts in relation to the management of discipline of learners with special educational needs. As postulated by Charles (1989), the goal of preventative discipline is to prevent disruptive behaviour before it occurs. In terms of preventative disciplinary measures, the school chosen for this study used its code of conduct alongside the well-established classroom rules to serve as the basis for managing learner behaviour. Supportive discipline, on the other hand, refers to support strategies that are developed to assist an individual acquire social and behavioural competence. In line with existing literature, effective supportive disciplinary measures are focused on individualised strategies developed by multi-disciplinary teams to assist individual learners. It must be noted that parental input and support is a vital component of this process. The findings of this study, which are detailed in the closing chapter of the dissertation, indicate that the environmental accommodations made for learners from the premise of the social model of disability are, to an extent, successful in removing environmental barriers within the educational context and assisting staff in managing learner behaviour. The third pillar of discipline management, corrective discipline, refers to measures that help redirect poor behaviour when it does occur. This is aligned to Charles’ (1989) definition of discipline. Corrective discipline is therefore not a punitive disciplinary measure, but instead focuses on providing individual support to help correct current behavioural patterns and prevent further inappropriate behaviours from developing. / Dissertation (MEd)--University of Pretoria, 2020. / Education Management and Policy Studies / MEd / Unrestricted

The purpose of the study is to investigate former students’ view of their experiences of schools for students with intellectual disability. Both students of this study have a mild form of intellectual disability. The question of this study is to find out more of their experiences from their whole schooling.   The theoretical frame of the study is based on a life narrative perspective. The focus in this perspective was the social interaction and the students’ experiences of schooling. The method was a life narrative perspective were former students with intellectual disability talked about their life story in special schools.   The result of the study showed that students who were included in the ordinary school, and have the opportunity to remain in the ordinary class, got a better view of the school. If the students instead were forced to attend lessons in special school, against their own wish, they become disappointed, sad and frustrated. To separate students from their regular class could have devastating consequences, especially for the person who was excluded from their friends. The result also showed that the person who was excluded from the ordinary school felt ashamed and would not be connected with a group that was specially treated   As a teacher for students with special need we have to be aware of what the pupils need instead of what the school offer. We should not forget that all our decisions will have an impact of the students’ former life. / Målet med studien är att undersöka före detta elevers syn på deras erfarenheter i skolan för elever med intellektuell funktionsnedsättning. Studiens båda elever har en lindrigare funktionsnedsättning. Studiens frågeställning är att få reda på mera om deras erfarenheter genom hela deras skoltid.   Studiens teoretiska utgångspunkt utgår från ett livsberättande perspektiv. I fokus på detta perspektiv var det sociala samspelet och elevernas egna erfarenheter om skolgången. Metoden som användes var livsberättelseperspektivet där före detta elever med intellektuell funktionsnedsättning berättade sin livsberättelse om grundsärskolan.   Studiens resultat visade att elever som var inkluderade i den vanliga skolan, och hade möjlighet att stanna kvar i den vanliga klassen, fick en bättre uppfattning av skolan. Om eleverna istället blev tvingade att delta på lektioner i en speciell skola, mot deras egen önskan, blev de blev besvikna, ledsna och frustrerade. Att dela upp elever från den vanliga klassen kunde få förödande konsekvenser, speciellt för personen som blev exkluderad från sina vänner. Resultatet visade också att personen som blev exkluderade från den vanliga skolan kände skam och ville inte tillhöra en grupp som blev särbehandlad.   Som en lärare för elever med särskilda behov måste vi vara uppmärksamma på vad eleverna behöver istället för vad skolan erbjuder. Vi får inte glömma bort att alla våra beslut kommer att ha en påverkan på elevernas kommande liv.

The Swedish upper secondary education consists of different types of schools. One type of school is the upper secondary for pupils who have assessed as having an intellectual disability. The aim of this study is to increase the knowledge and understanding of pupils’ experiences of everyday life in school, and how they perceive the significance of their sense of belonging to this type of school. An additional aim of the study is to increase the knowledge about different ways of organizing the education and teaching. The collection of data started with a national questionnaire survey which was directed to headteachers at the schools. Based on the results from the survey five schools were selected. By participant observations at the schools and repeated interviews with 14 young women and 12 young men, the first person perspective has been studied and analysed through an interpretive approach. The analysis showed that knowledge about the schools different ways of organizing the teaching are of importance, to understand pupils’ diverse experiences of school life. As an example it has an impact on how the pupils evaluate different types of knowledge, but also how they view their future opportunities. Any clear connection between the schools different ways of organizing the education and teaching and pupils’ experiences of their sense of belonging to this type of school has not emerged. Instead pupils’ awareness, confidence, uncertainty, dejection and determination are to be seen as a framework of understanding, telling us about their experiences of their school affiliation. Together they demonstrate a complexity surrounding pupils’ situation, associated to both advantages and disadvantages in school, but also their thoughts about identity and how they perceive being categorized as deviant by others. The analysis also showed that expectations on the pupils, and their possibilities in the school context, are related to a special school culture and to gender differences. / <p>Therése Mineur</p><p>is also affiliated to / är också knuten till</p><p>Högskolan i Halmstad</p>

Thesis (M.Ed. (Educational Psychology)) --University of Limpopo, 2014 / Self-concept is a driving force, (Barongo & Nyamwange, 2013: 7) and Harter (1998: 559) pointed out that improved self-concept is an important means to enhance other desirable outcomes like, self-acceptance and academic improvement. The purpose of this study was therefore to explore the self-concept of adolescent learners with cerebral palsy in special schools in Limpopo Province, to check their level of selfconcept. The objectives of this study were to determine if cerebral palsy affects the self-concept of these learners, to measure their level of self-concept and to find out if intervention improves their self-concept. The sample was selected by means of random sampling. The Self Descriptive Questionnaire (SDQ) with nine subscales was administered to a group of participants, 65 adolescent learners with cerebral palsy, (30 males and 35 females) at the three special schools; Helena Franz, Letaba and Tšhilizini. The questionnaire was administered to the respondents twice, before and after intervention. Pre-test and post-test were done at Helena Franz Special School since it was the only high school among the three special schools catering for cerebral palsied learners in Limpopo Province. The empirical investigation revealed that the self-concept of adolescents with cerebral palsy in special schools in Limpopo Province is not negative but just leaning in the direction of the positive judgments. It further indicated that cerebral palsy affects the self-concept of the adolescent learners and that intervention has a positive impact on the self-concept of adolescent learners with cerebral palsy

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