M.A. / Please refer to full text to view abstract

Thesis (MEd(Psych))-- Stellenbosch University, 2013. / ENGLISH ABSTRACT: Gifted children represent an important component of a nation's intellectual capital, with the resources to find innovative solutions to scientific and social challenges. Since the advent of democracy in South Africa in 1994, limited attention has been paid to gifted education as a research focus. To ensure quality education for all learners, current educational policy supports inclusive education. However, there is a gap between the policies which have been developed and their implementation at grassroots level in the school and classroom. In particular, several recent South African studies on gifted education suggest that gifted learners are at the end of the queue for educational provision. In this qualitative and collective instrumental case study, framed within an interpretive paradigm, I set out to explore the lived experiences of academically gifted Grade 11 learners. I wanted to gain an insight into how it felt to be gifted, and how their experiences played out in the various systems in their respective contexts. A further aim was to assess their specific academic support needs, in order to make a contribution to designing quality education for this particular group. The expression of giftedness is viewed as dependent on the interactions of the child with his or her environment, so Bronfenbrenner's bio-ecological model was taken as the theoretical framework for the study. I chose a descriptive multiple case study design, using purposive sampling to select six participants, three from each of two schools in sharply contrasting socio-economic backgrounds in a large rural town. I used three methods of data collection, semi-structured individual interviews, a semi-structured focus group interview, and collages. Qualitative content analysis was used for both phases of data analysis, within-case analysis and cross-case analysis. The findings showed that gifted learners from both affluent and disadvantaged backgrounds faced similar challenges in developing their potential. They often felt neglected and academically under-stimulated. They identified specific deficiencies in both their schools and communities which needed to be addressed to ensure optimal learning opportunities. Despite the similarity of their experiences, the learners from the school in the disadvantaged community had to combat greater challenges than those from an affluent background. / AFRIKAANSE OPSOMMING: Begaafde kinders verteenwoordig 'n baie belankrike komponent van 'n nasie se intellektuele kapitaal. Hulle beskik oor innerlike bronne om innoverende oplossings vir wetenskaplike asook sosiale uitdagings te bied. Vanaf die aanvang van demokrasie in 1994 in Suid-Afrika, is beperkte aandag aan begaafdekindonderwys as navorsingsfokus gegee. Die huidige onderwysbeleid ondersteun inklusiewe onderwys om sodoende kwaliteit onderrig aan alle leerders te verseker. Daar blyk egter 'n gaping te wees tussen beleidsontwikkeling en die inplementering daarvan op grondvlak, in skole en klaskamers. Verskeie onlangse Suid-Afrikaanse studies oor begaafdekindonderwys dui in die besonder daarop dat begaafde leerders agter in die ry staan as dit kom by voldoende onderwysvoorsiening. In hierdie kwalitatiewe, kollektiewe en instrumentele gevallestudie, ingebed binne die raamwerk van 'n interpretatiewe paradigma, het ek my beywer om die beleefde ervaringe van akademies begaafde Graad 11 leerders te ondersoek. Ek wou insig bekom oor hoe hulle, hulle eie begaafdheid ervaar, asook hoe dit uitspeel in die verskillende sisteme binne hulle onderskeie kontekste. 'n Verdere doelwit van hierdie studie was ook om spesifiek hulle akademiese ondersteuningsbehoeftes te evalueer ten einde sodoende 'n bydrae te lewer ten opsigte van die ontwerp van kwaliteit onderrig vir hierdie spesifieke groep. Die interaksies tussen die kind en sy of haar omgewing speel 'n belangrike rol in die uitdrukking van begaafdheid. Om hierdie rede is Bronfenbrenner se bio-ekologiese model as teoretiese raamwerk vir hierdie studie aangewend. Ek het 'n beskrywende, veelvuldige gevallestudie-ontwerp gekies en doelmatigheid-steekproefneming aangewend om die ses deelnemers, drie van twee skole in sterk kontrasterende sosio-ekonomiese agtergronde in 'n groot plattelandse dorp, te selekteer. Ek het drie metodes, naamlik semi-gestruktureerde individuele onderhoude, 'n semi-gestruktureerde fokusgroep-onderhoud asook collages, ingespan om data in te samel. Kwalitatiewe inhoudsanalise is gebruik vir beide data-analisefases, naamlik binne-geval-analise en kruis-geval-analise. Die bevindinge het getoon dat begaafde leerders van beide welvarende en benadeelde agtergronde soortgelyke uitdagings ten opsigte van die ontwikkeling van hul potensiaal in die gesig staar. Hulle het dikwels verwaarloos en akademies onder-gestimuleer, gevoel. Hulle het spesifieke leemtes in beide hulle skole en gemeenskappe geïdentifiseer wat aangespreek moet word om optimale leergeleenthede te verseker. Ten spyte van die ooreenkomste in hul ervarings, moes die leerders van die skool in die agtergeblewe gemeenskap groter uitdagings die hoof bied as die leerders van die meer gegoede agtergrond.

Race, ethnicity and culture have been a central theme in South African history, and while not disregarding the recent socio-political changes, many South Africans of different races continue to lead essentially different lives. Public schools are becoming more racially and culturally integrated and it is important that this leads to incisive change and not merely altering the racial demographics of the learner and educator bodies. Culture in South Africa is dynamic and the values and norms of members of a particular group are in a state of flux. Moreover, the shift from a traditional teacher-centred curriculum to an outcomes-based curriculum in South African education means that the teacher is encouraged to accept each learner in the culturally diverse classroom as an individual, who brings a unique life experience into the classroom and contributes to learning in the context. The learner's cultural background, family and community should be considered in both the selection of learning material and in classroom interaction. This study investigates the South African adolescent's perspective of culture by means of a literature review, a photographic essay and an empirical investigation using a combination of qualitative and quantitative approaches. The literature review expanded on the concepts of race, culture and ethnicity. Topics relating to the life in Johannesburg that adolescents perceived as significant were commented on in the photographic essay. Thereafter, adolescent learners from two ex-model C schools in Johannesburg were selected as participants in the empirical research. The quantitative research considered aspects such as learner prejudice, ethnic group preference and the value attached to cultural traditions using questionnaires and sociograms as data gathering methods. The qualitative phase used focus group discussions using as a stimulus a posed photograph of a racially diverse group of learners engaged in a group activity. Learners were selected, for the focus discussion groups, on the basis of the results of the sociogram used in the quantitative phase. Findings showed that learners regard diversity as a resource although evidence suggests that black learners are moving away from traditional cultural practices. Based on the findings of the literature study and the empirical inquiry recommendations for the improvement of practice are made. / Educational Studies / D. Ed. (Socio-Education)

The aim of the study was to explore and describe participants` understandings of sexual abuse involving teenage learners with intellectual disability in order to suggest the best approach for caring and supporting intellectually challenged teenage learners with a history of sexual abuse in a rural area of KwaZulu-Natal. This was a qualitative study using Bronfenbrenner`s ecological approach. This approach enables me to describe understandings about the phenomenon studied and how factors interact with each other and individuals in forming such understandings. Data was obtained by means of in-depth interviews which were conducted one on one with teachers of the special schools and SGB member, Social Worker, Psychologist and Crisis Centre Coordinator, local church person, parent of intellectual disabled child as well as traditional healer. The study revealed that sexual abuse of teenage learners with intellectual disability is riddled with myths and misconceptions that rendered them vulnerable to various forms of sexuality in the community. Recommendations based on the findings were made: promoting a better understanding of intellectual disability, sexuality education, and promoting the right attitude. / Inclusive Education / M. Ed. (Inclusive Education)

Educational Studies / M. Ed. (Orthpedagogics)

Race, ethnicity and culture have been a central theme in South African history, and while not disregarding the recent socio-political changes, many South Africans of different races continue to lead essentially different lives. Public schools are becoming more racially and culturally integrated and it is important that this leads to incisive change and not merely altering the racial demographics of the learner and educator bodies. Culture in South Africa is dynamic and the values and norms of members of a particular group are in a state of flux. Moreover, the shift from a traditional teacher-centred curriculum to an outcomes-based curriculum in South African education means that the teacher is encouraged to accept each learner in the culturally diverse classroom as an individual, who brings a unique life experience into the classroom and contributes to learning in the context. The learner's cultural background, family and community should be considered in both the selection of learning material and in classroom interaction. This study investigates the South African adolescent's perspective of culture by means of a literature review, a photographic essay and an empirical investigation using a combination of qualitative and quantitative approaches. The literature review expanded on the concepts of race, culture and ethnicity. Topics relating to the life in Johannesburg that adolescents perceived as significant were commented on in the photographic essay. Thereafter, adolescent learners from two ex-model C schools in Johannesburg were selected as participants in the empirical research. The quantitative research considered aspects such as learner prejudice, ethnic group preference and the value attached to cultural traditions using questionnaires and sociograms as data gathering methods. The qualitative phase used focus group discussions using as a stimulus a posed photograph of a racially diverse group of learners engaged in a group activity. Learners were selected, for the focus discussion groups, on the basis of the results of the sociogram used in the quantitative phase. Findings showed that learners regard diversity as a resource although evidence suggests that black learners are moving away from traditional cultural practices. Based on the findings of the literature study and the empirical inquiry recommendations for the improvement of practice are made. / Educational Studies / D. Ed. (Socio-Education)

The aim of the study was to explore and describe participants` understandings of sexual abuse involving teenage learners with intellectual disability in order to suggest the best approach for caring and supporting intellectually challenged teenage learners with a history of sexual abuse in a rural area of KwaZulu-Natal. This was a qualitative study using Bronfenbrenner`s ecological approach. This approach enables me to describe understandings about the phenomenon studied and how factors interact with each other and individuals in forming such understandings. Data was obtained by means of in-depth interviews which were conducted one on one with teachers of the special schools and SGB member, Social Worker, Psychologist and Crisis Centre Coordinator, local church person, parent of intellectual disabled child as well as traditional healer. The study revealed that sexual abuse of teenage learners with intellectual disability is riddled with myths and misconceptions that rendered them vulnerable to various forms of sexuality in the community. Recommendations based on the findings were made: promoting a better understanding of intellectual disability, sexuality education, and promoting the right attitude. / Inclusive Education / M. Ed. (Inclusive Education)

Educational Studies / M. Ed. (Orthpedagogics)

Abstracts in English, Tswana, Venda and Tsonga / The study explored the significance of educator’s assessment practices for learners who experience barriers to learning within the senior phase in Tshwane North District. The goal of the study was to explore the challenges that affect educators’ assessment practices for learners experiencing barriers to learning within Senior Phase. The study used the conceptual system based on the framework recommended by Hargreaves, Earl, and Schmidt (2002). The framework comprised four viewpoints which incorporate technological, cultural, political, and post-modern measurements. The model is exceptionally accommodating in explaining and justifying educator’s assessment practices. A phenomenological case study design was adopted in this study. Qualitative data collection instruments were used to gather data. The participants included 4 educators, 4 Deputy Principals, 4 Institutional Level Support Team (ILST) Coordinators, and 4 School Assessment Team (SAT) Coordinators. In addition, the other participants from District Office included the Head of District Assessment Team (DAT) and the Head of the District Level Support Team (DLST). Content analysis was utilised to dissect the data which was gathered in the study. The study revealed various barriers that hinder assessment practices when assessing learners experiencing barriers to learning. Amongst others overcrowding, non-availability of resources, lack of training of educators in assessing learners experiencing barriers to learning, insufficient parental involvement, insufficient support from the ILST and the DLST emerged as factors which negatively affected educators’ assessment practices in inclusive education classrooms. The results in this study resulted in the development of a Comprehensive Inclusive Classroom Assessment Model (CICAM) for Senior Phase secondary school educators in Tshwane North District. The researcher developed a model which responds to the needs of learners experiencing barriers to learning so that their pedagogical and assessment needs are catered for adequately. The model showed the convergence of different stakeholders which are required on board for inclusive education assessment experience for educators and learners to be effective and efficient as well. It was recommended that inclusive assessment practices should be flexible and provide tailor-made assessment practices which accommodate all learners despite their diversity. In this regard it was further recommended that assessment in inclusive classrooms should be adapted to ensure that assessment practices address the pedagogical and psychological needs of all learners in the classroom. The researcher believes that legitimate and adequate training can provide educators with clarity around what is anticipated of when assessing learners who experience barriers to learning. One of the recommendations is that teacher development and an ongoing support from the Department of Basic Education (DBE) needs to become a priority. / Thutopatlisiso e lebeletse bomaleba jwa ditiragatso tsa tlhatlhobo tsa barutabana malebana le barutwana ba ba itemogelang dikgoreletsi tsa go ithuta mo Legatong le Legolwane, mo dikolong tsa sekontari mo Kgaolong ya Bokone jwa Tshwane. Maikemisetso a thutopatlisiso e ne e le go lebelela dikgwetlho tse di amang ditiragatso tsa tlhatlhobo tsa barutababa ba barutwana ba ba itemogelang dikgoreletsi tsa go ithuta mo Legatong le Legolwane. Thutopatlisiso e dirisitse tsamaiso ya dikakanyo, e e ikaegileng ka letlhomeo le le atlenegisitsweng ke Hargreaves, Earl le Schmidt (2002). Letlhomeso le na le dintlhapono di le nne, tse di akaretsang ditekanyetso tsa thekenoloji, setso, sepolotiki le morago ga sejwalejwale. Sekao se mosola thata mo go tlhaloseng le go amogela ditiragatso tsa tlhatlhobo tsa morutabana. Go dirisitswe thadiso ya thutopatlisiso ya kgetse ya ditiragalo mo thutopatlisisong eno. Go dirisitswe didiriswa tsa kokoanyo ya data tsa molebo o o lebelelang mabaka go kokoanya data. Banni-le-seabe ba akareditse barutabana ba le 4, batlatsabagokgo ba le 4, bagokaganyi ba setlhophatshegetso sa legato la setheo (ILST) ba le 4 le bagokaganyi ba setlhopha sa tlhatlhobo sa sekolo (SAT) ba le 4. Go tlaleletsa, go nnile le banni-le-seabe ba ba tlhophilweng go tswa kwa Kantorong ya Kgaolo, go akarediwa Tlhogo ya Setlhopha sa Tlhatlhobo sa Kgaolo (DAT) le Tlhogo ya Setlhophatshegetso sa Legato la Kgaolo (DLST). Go dirisitswe tokololo ya diteng go lokolola data e e kokoantsweng mo thutopatlisisong. Thutopatlisiso e senotse dikgoreletsi di le mmalwa tse di kgoreletsang ditiragatso tsa tlhatlhobo fa go tlhatlhobiwa barutwana ba ba itemogelang dikgoreletsi tsa go ithuta. Mo thutopatlisisong, go tlhageletse gore go tlala go feta tekano, go tlhokega ga ditlamelo, tlhaelo ya katiso ya barutabana ya tlhatlhobo ya barutwana ba ba itemogelang dikgoreletsi tsa go ithuta, go se nne le seabe go go lekaneng ga batsadi, le go se nne le tshegetso e e lekaneng go tswa go ILST le DLST ke dintlha dingwe tse di amang ditiragatso tsa tlhatlhobo tsa barutabana ka tsela e e sa siamang mo diphaposiborutelong tsa thuto tse di akaretsang botlhe. Dipholo tsa thutopatlisiso eno di dirile gore go tlhamiwe sekao se se akaretsang sa tlhatlhobo ya phaposiborutelo e e akaretsang botlhe (CICAM) go dirisiwa ke barutabana ba Legato le Legolwane mo dikolong tsa sekontari mo Kgaolong ya Bokone jwa Tshwane. Mmatlisisi o tlhamile sekao se se tsamaelanang le ditlhokego tsa barutwana ba ba itemogelang dikgoreletsi tsa go ithuta, gore ditlhokego tsa bona tsa thuto le tlhatlhobo di kgotsofadiwe mo go lekaneng. Sekao se bontshitse go kopana ga baamegi ba ba farologaneng, ba ba tlhokegang gore maitemogelo a tlhatlhobo ya thuto e e akaretsang botlhe e nne bokgoni le nonofo mo barutabaneng le mo barutwaneng. Go atlenegisitswe gore ditiragatso tsa tlhatlhobo e e akaretsang botlhe e tshwanetse go obega mme e tlamele ka ditiragatso tsa tlhatlhobo tse di diretsweng lebaka tse di tlaa amogelang barutwana, go sa kgathalesege dipharologano tsa bona. Mo ntlheng eno, go atlenegisitswe gape gore tlhatlhobo mo diphaposiborutelong tse di akaretsang botlhe e tshwanetse go fetolwa go netefata gore ditiragatso tsa tlhatlhobo di samagana le ditlhokego tsa thuto le tsa seemo sa tlhaloganyo tsa barutwana botlhe mo phaposiborutelong. Mmatlisisi o dumela gore katiso ya boamaaruri le e e lekaneng e ka sedimosa barutabana malebana le se ba tshwanetseng go se solofela fa ba tlhatlhoba barutwana ba ba itemogelang dikgoreletsi tsa go ithuta. Nngwe ya dikatlenegiso ke gore katiso ya barutabana le tlamelo ya tshegetso e e tswelelang pele go tswa kwa Lefapheng la Thuto ya Motheo (DBE) e nne setlapele. / Ngudo yo wanulusa ndeme ya nyito dza ndingo dza vhadededzi zwi tshi ya kha vhagudiswa vhane vha tshenzhela zwithivheli zwa u guda kha Vhuimo ha Nṱha, zwikoloni zwa sekondari Tshiṱirikini tsha Tshwane Devhula. Tshipikwa tsha ngudo ho vha u wanulusa khaedu dzine dza kwama nyito dza ndingo dza vhadededzi kha vhagudiswa vhane vha tshenzhela zwithivheli zwa u guda kha Vhuimo ha Nṱha. Ṱhoḓisiso yo shumisa sisiṱeme ya muṱalukanyo, yo ḓisendekaho nga furemiweke yo themendelwaho nga Vho Hargreaves, Earl na Schmidt (2002). Furemiweke yo bveledza mbonalo nṋa, dzine dza katela thekhinoḽodzhi, mvelele, poḽotiki, maga a nga murahu ha zwino. Tshiedziswa tshi shumiswa nga maanḓa kha u ṱalutshedza na u khwaṱhisedza nyito dza ndingo dza vhadededzi. Ho shumiswa maitele a zwiitei kha ngudo heyi. Zwishumiswa zwa u kuvhanganya data ya khwaḽithethivi zwo shumiswa u kuvhanganya data. Vhadzheneli hu katelwa vhadededzi vhaṋa, vhathusa ṱhoho dza zwikolo vhaṋa, vhapfananyi vhaṋa vha thimu ya thikhedzo kha ḽeveḽe ya tshiimiswa (ILST) na vhapfananyi vhaṋa vha thimu ya ndingo ya tshikolo (SAT). U ḓadzisa kha zwenezwo, ho vha na vhadzheneli vho nangwaho u bva Ofisini ya Tshiṱiriki, hu tshi katelwa Ṱhoho ya Thimu ya Ndingo dza Tshiṱiriki (DAT) na Ṱhoho ya Thimu ya Thikhedzo kha Ḽeveḽe ya Tshiṱiriki (DLST). Ho shumiswa musaukanyo wa maṅwalo u khethekanya data yo kuvhanganyiwaho kha ngudo iyi. Ṱhoḓisiso yo wanulusa uri zwithivheli zwinzhi zwine zwa thivhela nyito dza ndingo musi hu tshi khou lingiwa vhagudiswa vhane vha tshenzhela zwithivheli kha u guda. Kha ngudo, ho wanuluswa uri u ḓalesa, u sa wanala ha zwishumiswa, u shaya vhugudisi kha vhadededzi kha u linga vhagudiswa vhane vha tshenzhela zwithivheli zwa u guda, u sa ḓidzhenisa lwo linganaho nga vhabebi, na u sa wana thikhedzo yo fhelelaho kha ILST na DLST ndi zwiṅwe zwiṱaluli zwe zwa kwama lu si lwa vhuḓi nyito dza ndingo dza vhadededzi kiḽasini ya pfunzo yo katelaho vhagudiswa vhoṱhe. Mvelelo kha ngudo heyi dzo bveledza mveledziso ya tshiedziswa tsho fhelelaho tsha ndingo ya kiḽasi yo katelaho vhagudiswa vhoṱhe (CICAM) kha Vhuimo ha Nṱha, vhadededzi vha tshikolo tsha sekondari Tshiṱirikini tsha Tshwane Devhula. Muṱoḓisisi o bveledza tshiedziswa tshine tsha fhindula kha ṱhoḓea dza vhagudiswa vhane vha tshenzhela zwithivheli zwa u guda, uri ṱhoḓea dzavho dza u funza na dza ndingo dzi katelwe nga nḓila yo teaho. Tshiedziswa tshi sumbedza u ṱanganelana ha vhadzhiamukovhe vho fhambanaho, hune ha ṱoḓea kha tshenzhelo ya pfunzo ya ndingo yo katelaho vhagudiswa vhoṱhe u vha yo teaho na u kona kha vhadededzi na vhagudiswa. Ho themendelwa uri nyito ya ndingo yo katelaho vhagudiswa vhoṱhe i tea u konisa na u ṋetshedza nyito dza ndingo dzo itelwaho ṱhoḓea dzine dza ḓo katela vhagudiswa vhoṱhe, zwi si na ndavha na u fhambana havho. Kha heḽi sia, ho dovha ha themendelwa hu tshi iswa phanḓa uri ndingo kha kiḽasi yo katelaho vhagudiswa vhoṱhe i fanela u khwiniswa u vhona zwauri nyito dza ndingo dzi khou fhindula ṱhoḓea dza u funza na dza muhumbulo kha vhana vhoṱhe vha re kiḽasini. Muṱoḓisisi u tenda kha uri u khwaṱha na vhugudisi ho teaho zwi nga ṋetshedza vhadededzi u vha khagala kha zwine zwa tea u lavhelelwa musi vha tshi linga vhagudiswa vhane vha tshenzhela zwithivheli zwa u guda. Iṅwe ya themendelo ndi ya uri mveledziso ya mudededzi na mbetshelo ya thikhedzo i yaho phanḓa u bva kha Muhasho wa Pfunzo ya Mutheo (DBE) zwi fanela u dzhielwa nṱha. / Ndzavisiso wu valange vutivikani bya maendlelo ya makambelelo ya vadyondzisi hi mayelana na vadyondzi lava hlanganaka na swirhalanganyi eka ku dyondza eka Xiyimo xa le Henhla, eswikolweni swa sekondari eka Xifundzatsongo xa Tshwane-N'walungu. Xikongomelokulu xa ndzavisiso lowu a ku ri ku valanga mitlhontlho leyi yi khumbaka maendlelo ya makambelelo ya vadyondzisi ya vadyondzi lava hlanganaka na swirhalanganyi eka ku dyondza eka Xiyimo xa le Henhla. Ndzavisiso lowu wu tirhise sisiteme ya xinongoti, leyi simekiweke eka rimba leri bumabumeriweke hi Hargreaves, Earl na Schmidt (2002). Rimba leri ri vumbiwa hi mune wa mavonelo, lama ya katsaka mipimo ya swa thekinoloji, swa mfuwo, swa tipolitiki na swa le ndzhaku ka ximanguvalawa. Modlolo lowu wu pfuna hi ndlela ya kahle swinene eka ku hlamusela na ku tiyisisa maendlelo ya makambelelo ya vadyondzisi. Dizayini ya ndzavisiso wa mhaka ya ntivomichumu yi amukeriwile eka ndzavisiso lowu. Switirho swa nhlengeleto wa data ya risima swi tirhisiwile eka ku hlengeleta data. Vatekaxiave va katse 4 wa vadyondzisi, 4 wa swandla swa tinhloko ta swikolo, 4 wa vakondleteri va swipano swa nseketelo swa levhele ya nhlangano (ILST) na 4 wa vakondleteri va swipano swa makambelelo ya swikolo (SAT). Hi ku engetela, a ku ri na vatekaxiave kusuka eka Hofisi ya Xifundzatsongo, ku katsa na Nhloko ya Xipano xa Makambelelo ya Swifundzatsongo (DAT) na Nhloko ya Xipano xa Nseketelo wa Levhele ya Swifundzatsongo (DLST). Nxopaxopo wa vundzeni wu tirhisiwile eka ku tlhantlha data leyi a yi hlengeletiwile eka ndzavisiso lowu. Ndzavisiso wu paluxe swirhalanganyi swo hambanahambana leswi swi kavanyeteke maendlelo ya makambelelo loko ku kamberiwa vadyondzi lava hlanganaka na swirhalanganyi eka ku dyondza. Eka ndzavisiso lowu, swi tumbulukile leswaku ku tala kutlula mpimo, nkavukona wa swipfuno, mpfumaleko wa vuleteri bya vadyondzisi eka ku kambela vadyondzisi lava hlanganaka na swirhalanganyi eka ku dyondza, ku khumbeka ka vatswari loku nga ringanelangiki, na nseketelo lowu nga ringanelangiki kusuka eka ILST na DLST a ku ri swin'wana swa swiphemu leswi khumbaka hi ndlela yo homboloka maendlelo ya makambelelo ya vadyondzisi eka tikamara to dyondzela ta dyondzo to katsa hinkwavo. Mivuyelo eka ndzavisiso yi tumbuluxe nhluvukiso wa modlolo wa makambelelo ya kamara ro dyondzela ro katsa hinkwavo ro katsakanya (CICAM) eka Xiyimo xa le Henhla, vadyondzisi va le swikolweni swa sekondari eka Xifundzatsongo xa Tshwane-N'walungu. Mulavisisi u hluvukise modlolo lowu wu angulaka eka swidingo swa vadyondzi lava hlanganaka na swirhalanganyi eka ku dyondza, ku endlela leswaku swidingo swa vona swa madyondziselo na swa makambelelo swi tirhiwa hi ndlela yo ringanela. Modlolo lowu wu kombe nhlangano wa vakhomaxiave vo hambanahambana, lava va lavekaka eka ntokoto wa makambelelo ya dyondzo yo katsa hinkwavo leswaku yi tirha kahle na ku nga tlangisi swipfuno eka vadyondzisi na vadyondzi. Ku bumabumeriwile leswaku maendlelo ya makambelelo yo katsa hinkwavo ya fanele ku cincacinceka na ku nyika maendlelo ya makambelelo lama endleriweke xikongomelo xolexo lama nga ta amukela vadyondzi hinkwavo, hambiloko ku ri na ku hambana. Eka mhaka leyi, ku tlhele ku bumabumeriwa leswaku makambelelo eka tikamara to dyondzela to katsa hinkwavo ya fanele fambelanisiwa ku tiyisisa leswaku maendlelo ya makambelelo ya tirhana na swidingo swa madyondziselo na swa le miehleketweni swa vadyondzi hinkwavo lava nga ekamareni ro dyondzela. Mulavisisi u kholwa leswaku vuleteri lebyi amukelekaka na ku va byo ringanela byi nga kota ku nyika vadyondzisi ntwisiso hi mayelana na leswi swi faneleke ku languteriwa loko ku kamberiwa vadyondzi lava hlanganaka na swirhalanganyi eka dyondza. Xin'wana xa swibumabumelo hi leswaku nhluvukiso wa vadyondzisi na ku nyikiwa ka nseketelo lowu yaka emahlweni kusuka eka Ndzawulo ya Dyondzo ya Masungulo (DBE) swi fanele ku rhangisiwa emahlweni. / Inclusive Education / D. Ed. (Inclusive Education)