Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The exclusion of girls who fall pregnant while attending school has long been a contentious issue in the literature as it normally ends their schooling. Namibian school-going girls who become pregnant while attending school are no longer excluded from continuing with their education, as new policies in education prevent such exclusion. This qualitative research explores teachers’ experiences of and support practices for school-going teenage mothers in Namibian secondary schools, given this policy context of inclusion. The study was framed within Bronfenbrenners’ bio-ecological system theory focusing on teachers’ interactions with teenage mothers. Eight participants were selected purposively from two secondary schools in the Oshikoto region, Namibia, provided that they were secondary-school teachers and had taught teenage mothers in the past three years. Data were collected in the form of semi-structured focus groups, follow-up individual interviews and field notes. Each focus group was represented by four teachers from the same school, two males and two females. Qualitative content analysis was used as a method of data analysis. The themes that emerged included the following: teachers’ responses to the inclusion of teenage mothers in schools, unpacking teachers’ perceptions on the policy of inclusion of teenage mothers, and support practices. The results revealed that there was a lack of resources and teachers’ felt burdened, not only in the classroom but generally in the school. Teachers, nevertheless, did have empathy for mothers as learners. They also felt both satisfied and dissatisfied, often blaming the inclusion policy for their difficulties in managing classroom dilemmas when teenage mothers were present. They displayed conditional caring and raised concerns about gender and care, as well as expressing a need for comprehensive information. The key finding was that teachers made a distinction between pregnant and parenting learners when thinking of support. The physical appearance of a pregnant learner played a role. Therefore teachers cared for a pregnant learner because they feared that something might happen to the pregnant learner while in their care in the classroom. This resulted in teachers seemingly providing “strategic caring” based on the condition of the pregnant learner. From the findings, it is recommended that pre-service and in-service training of teachers should pay attention to the practise of inclusion of teenage mothers in schools. / AFRIKAANSE OPSOMMING: Die uitsluiting van meisies wat tydens hul skoolloopbaan swanger word, is lank reeds in die literatuur ʼn netelige saak aangesien dit gewoonlik die einde van hul skoolloopbaan beteken. Namibiese skoolmeisies wat swanger word terwyl hulle nog skool bywoon, word nie meer verbied om hul skoolloopbaan voort te sit nie aangesien nuwe onderwysbeleide sodanige uitsluiting voorkom. Hierdie kwalitatiewe navorsing ondersoek onderwysers se ervaring van en die ondersteuningspraktyke vir skoolgaande tienermoeders in sekondêre skole in Namibië gesien uit die hoek van ʼn beleid van inklusie. Die studie val binne die raamwerk van Bronfenbrenner se bio-ekologiese sistemiese teorie en fokus op onderwysers se interaksie met tienermoeders. Agt deelnemers is deur middel van doelgerigte steekproefneming uit twee sekondêre skole in die Oshikoto-gebied in Namibië gekies met die voorbehoud dat hulle aan ʼn sekondêre skool onderwys gegee het en in die voorafgaande drie jaar tienermoeders onderrig het. Data oor onderwysers se ervarings is versamel deur middel van semi-gestruktureerde fokusgroepe, opgevolg deur individuele onderhoude en veldnotas. Elke fokusgroep is verteenwoordig deur vier onderwysers van dieselfde skool waarvan twee manlik en twee vroulik was. Kwalitatiewe inhoudsanalise is gebruik as metode om data te analiseer. Die temas wat te voorskyn gekom het, sluit in: onderwysers se reaksie ten opsigte van die insluiting van tienermoeders in skole, hul opvattings oor die beleid van inklusiwiteit van tienermoeders asook ondersteuningspraktyke. Die resultate het openbaar dat daar ʼn tekort aan hulpmiddels was, dat onderwysers gevoel het dat ʼn las op hulle geplaas is, nie net in die klaskamer nie, maar ook in die algemene skoolopset en ook dat onderwysers empatie getoon het teenoor leerders wat moeders was. Hulle het terselfdertyd tevrede en ontevrede gevoel en het dikwels die inklusiwiteitsbeleid blameer vir die probleme wat hulle ondervind het om dilemmas in die klaskamer te hanteer waar tienermoeders teenwoordig was. Hulle het voorwaardelike sorg aan die dag gelê, besorgdheid oor geslag en versorging uitgespreek en het ʼn behoefte aan omvattende inligting gehad. Die belangrikste bevinding was dat onderwyses ʼn onderskeid getref het tussen swanger leerders en leerders wat reeds ouers was wanneer ondersteuning ter sprake gekom het. Die fisieke voorkoms van ʼn swanger leerder het ʼn invloed gehad. Daarom het bevindings veronderstel dat onderwysers besorgd was oor ʼn swanger leerder wat in hul klaskamer was omdat hulle bang was dat iets met die swanger leerder kon gebeur terwyl sy in hul sorg in die klaskamer was. Dit het tot gevolg gehad dat onderwysers selfgerigte of strategiese sorg verleen het op grond van die toestand van die leerder. Na aanleiding van die bevindings word aanbeveel dat voordiens- en indiensopleiding van onderwysers aandag moet skenk aan die praktyk van inklusiwiteit van tienermoeders in skole.

Thesis (MEdPsych)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: High-risk behaviour among adolescents places heavy burdens on the public health, social welfare and criminal justice systems of many countries. Today, Equine-Assisted Learning (EAL) is increasingly used as an adjunct and experiential intervention programme to support the learning and personal development of adolescents at risk. It combines counselling and educational programmes with interactive activities involving horses (Thomas, 2009). The aim of this investigation was to conceptualize the experiences of these at-risk adolescents in residential care (AIRC), since gaps exist in both international and national research pertaining to studies which focus on exploring adolescents' experiences of taking part in EAL programmes (Holder, 2011). An interactive, qualitative and multiple case study design was employed in this study. The research was conducted at a Western Cape residential care facility with five adolescents between the ages of 12 and 18, after they had completed a three-week EAL programme. The programme comprised five sessions of one hour each. Data was collected through a projective technique (collage), semi-structured individual interviews, and a focus group interview. The research findings suggested that the at-risk adolescents experienced this Equine-Assisted Learning programme as positive and that it contributed to strengthening their relationships, enhancing attachment, self-esteem, empathy, communication, social competence, and a sense of mastery, as well as opening up future possibilities for them. As a relatively new field of study in South Africa, Equine-Assisted Learning can make a significant contribution to fostering the learning and development of adolescents in residential care. / AFRIKAANSE OPSOMMING: Die hoë-risiko gedrag van adolessente plaas 'n swaar las op lande se openbare gesondheid, maatskaplike welsyn- en kriminele regstelsels en sodoende word 'Equine Assisted Learning' (EAL) toenemend gebruik as 'n aanvullende en ervarings-intervensieprogram om die leer en persoonlike ontwikkeling van adolessente in nood te ondersteun. In EAL, word berading en opvoedkundige programme met interaktiewe aktiwiteite wat perde betrek, gekombineer (Thomas, 2009). Die doel van die studie was om hoë-risiko adolessente in residensiële sorg se ervarings van 'n EAL intervensieprogram te konseptualiseer, aangesien daar op beide internasionale en nasionale vlak 'n gebrek aan navorsing is wat fokus op die verkenning van adolessente se ervaring van deelname aan EAL programme (Holder, 2011). 'n Interaktiewe, kwalitatiewe en veelvuldige gevallestudie ontwerp is in hierdie studie ontplooi. Die navorsing is uitgevoer in 'n Wes-Kaapse residensiële sorg fasiliteit met die hulp van vyf adolessente tussen die ouderdomme van 12 en 18, nadat hulle drie weke lank aan 'n EAL program deelgeneem het. Die program het bestaan uit vyf sessies wat elk een uur geduur het. Data is ingesamel deur gebruik te maak van projektiewe tegniek (collage), semi-gestruktureerde individuele onderhoude asook 'n fokusgroep-onderhoud. Navorsingbevindings het voorgestel dat adolessente wat risiko beloop, die EAL program as positief ervaar. Dit blyk ook dat dit bygedra het tot die bevordering van sekere aspekte soos verhoudings, hegting, selfbeeld, empatie, kommunikasie, sosiale bevoegdheid, 'n gevoel van bemeestering en die daarstel van toekomstige moontlikhede. 'Equine Assisted Learning' is 'n relatiewe nuwe studieveld in die Suid-Afrikaanse konteks, en kan daarom betekenisvol bydra tot die bevordering van leer en ontwikkeling van adolessente in residensiële sorg.

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Teacher-learner classroom interactions are beautiful yet intricate. This phenomenon forms part of the lifespan of most individuals and occurs every day in classrooms worldwide. As a beginner teacher I have personally experienced a vast array of classroom interactions which at times have left me speechless, upset or confused. However this particular study enabled me to view interaction from a different angle, as I had the privilege of observing interaction from an outside(r) perspective. In this study the aim is thus to provide its reader with greater insight and understanding of the nature of teacher-learner classroom interactions. It also sheds light on the core constituents of teacher-learner interactions and how these influence teaching and learning processes and eventually the teacher-learner relationship. Three main concepts that emerged from the onset of the study are pedagogy, power and affect which not only strongly emanated from the literature but eventually also from the research findings. A qualitative study was undertaken by means of a collective case study research design. Observation was conducted in two grade nine classrooms at two different schools. In both cases findings in eight categories emerged, namely power, teacher behaviour, pedagogy, teacher affect, communication, learner behaviour, human qualities and characteristics and relational aspects. The findings suggest that teachers develop Emotional Intelligence strategies not only to enhance relationship building or teacher-learner interactions but also to maintain a certain level of emotional well-being. Teachers should also aim to incorporate a critical pedagogy approach and learner empowerment in their teaching practice to prepare the contemporary adolescent for a rapidly changing modern society. / AFRIKAANSE OPSOMMING: Onderwyser-leerder interaksie is besonders maar kompleks. Die fenomeen vorm deel van die lewensduur van meeste individue en speel homself daagliks uit in klaskamers wêreldwyd. As ‘n beginner onderwyseres het ek eerstehandse ervaring van klaskamer interaksie. By tye, het interaksies met leerders my al sprakeloos, verward en ontsteld gelaat. Hierdie studie het my egter in staat gestel om interaksie vanuit ‘n ander oogpunt te beskou. Ek was bevoorreg genoeg om onderwyser-leerder klaskamer interaksie vanuit die perspektief van ‘n buitestaander te aanskou. Hierdie studie poog om die leser se kennis en begrip aangaande die aard van onderwyser-leerder klaskamer interaksie uit te brei. Dit werp ook lig op kern aspekte van dié interaksie en hoe dit onder meer onderrig- en leerprosesse, sowel as die onderwyser-leerder verhouding beïnvloed. Drie vername konsepte wat vanuit die literatuur spruit sluit in: pedagogie, mag en die affektiewe wat ook uiteindelik sterk na vore in die bevindinge kom. ‘n Kwalitatiewe studie is onderneem aan die hand van ‘n gesamentlike gevallestudie. Waarnemings is gemaak in twee graad nege klasse by twee verskillende skole. In albei gevalle het die data bevinindings in agt kategorieë gelewer, naamlik: mag, onderwyser gedrag, pedagogie, onderwyser affek, kommunikasie, leerder gedrag, menslike karaktereienskappe en verhoudings-aspekte. Vanuit die bevindinge word voorgestel dat onderwysers Emosionele Intelligensie strategieë ontwikkel. Hierdie strategieë kan onder meer bydra tot ‘n beter verhouding tussen onderwysers en leerders en onderwysers baat ten opsigte van hul persoonlike emosionele welstand. Daarbenewens, kan onderwysers hulself wend tot ‘n kritiese pedagogiese onderrigbenadering asook die bemagtiging van hul leerders om uiteindelik die kontemporêre adolessent vir die moderne samelewing voor te berei.

Thesis (MEdPsych)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Technical and Vocational Education and Training (TVET) Colleges (Formerly Further Education and Training [FET] Colleges) in South Africa have undergone many changes since 1994. The sector has been reformed with much policy change. There are currently 50 multi-campus sites spread across South Africa. Government has realized the plight of many jobless youth. The lack of trained workers with certain scarce skills has therefore come to light in the world of work. TVET Colleges have the potential to answer this need. In 2007, a new curriculum, National Certificate (Vocational) [NC(V)] was rolled out to replace the National Assembly Training and Education Department or NATED (N1-6) qualifications. This new curriculum was described as an equivalent to Grades 10 to 12, with students generally being between the ages of 16 and 18. Most of the students enrolled for these courses hold bursaries. Of concern for this study is the low throughput rate of roughly 40% of this age group per year, since roll-out in 2007. In this generic qualitative research study framed with a constructivist paradigm, I set out to explore the student support officers’ perceptions of providing support to these NC(V) students that did not pass their courses. I made use of semi-structured individual and telephonic interviews to gather data and the respondents were selected based on their role within the college. I developed thematic networks to organize the data before analyzing it into themes. Bronfenbrenner’s bio-ecological framework served as the theoretical framework underlying my research. Findings showed that the roles of the student supporters were not clearly defined. This lead to many challenges within the performance of their roles. Student supporters thus seemed to be in constant battle to support the students. In addition, working with adolescent students in the TVET College sector also presented unique challenges, since they are a new cohort of students entering the colleges. The student supporters shared recommendations that could be considered for the development of their roles within the college sector. / AFRIKAANSE OPSOMMING: Tegniese- en Beroepsonderwys- en- Opleidingskolleges (TVET Colleges) in Suid-Afrika het vanaf 1994 baie veranderinge ondergaan. Daar is beleide in plek gestel wat hierdie sektor herskep het (tot onlangs bekend as verdere Onderwys en Opleiding). Daar is huidiglik 50 TVET Kolleges regoor Suid-Afrika. Die regering het besef dat daar baie jongmense sonder werk is. Dit het aan die lig gekom dat daar ’n tekort aan opgeleide mense met sekere vaardighede is. Die TVET Kolleges is geïdentifiseer as die plek waar hierdie opleiding aangebied kan word. In 2007 is ’n nuwe kurrikulum by TVET Kolleges bekend gestel. Die doel was dat dit die ou NATED (N1-6) kursusse vervang en dat dit vir jonger studente opgestel is. Hierdie kurrikulum is die NCV (Nasionale beroepsgerigte Sertifikaat) genoem. Die studente is dan tipies besig om hul Graad10-12 by die Kollege te voltooi en is tussen die ouderdomme van 16-18. Die meeste studeer met ’n beurs. As daar nou teruggekyk word na die slaagsyfer van hierdie NVC kurrikulum vanaf 2007, is die gemiddeld 40%. Dit is iets waaroor die media gereeld rapporteer. In hierdie generiese kwalitatiewe navorsingstudie met ’n konstruktivistiese paradigma, het ek besluit om ondersoek in te stel oor die persepsies van die studenteondersteuners oor hul rol as ondersteuners vir hierdie groep jonger NCV studente wat sukkel om te slaag. Ek wou verstaan wat studentondersteuning binne die TVET Kolleges beteken. Ek het gebruik gemaak van semi-gestruktureerde onderhoude met persone binne die rol van studenteondersteuners. Die resultate is volgens temas geanaliseer en georganiseer. Bronfenbrenner se bio-ekologiese raamwerk het gedien as die teoretiese raamwerk wat die navorsing rugsteun. Die resultate het aan die lig gebring dat die studenteondersteuners se rolle nie duidelik omskryf was nie en dat hulle konstant moet baklei om die student te kan ondersteun. Die nuwe adolessente wat nou deel uitmaak van die studentestelsel het ook unieke uitdagings, aangesien hulle ’n nuwe ouderdomsgroep is wat nou ondersteun moet word. Die resultate gee ook aanbevelings weer wat deur die studenteondersteuners gemaak is ten opsigte van die uitvoer van hul rol binne hul spesifieke TVET Kollege konteks.

Thesis (MEdPsych)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Since 1994, and the dissolution of the apartheid era, South African curricula have seen many revisions and adaptations to subject statements, learning programmes, and assessment guidelines. The most recent occurred in 2009, when the previously revised curricula statements (RNCS, 2005) were to be replaced with the Curriculum and Assessment Policy Statements (CAPS) for all approved subjects listed (including the subject of Life Orientation), taking effect in January 2012. These revisions have influenced curriculum implementation across contexts throughout the country – contexts that vary in culture, politics, and socio-economic status due to the inequalities of the past. It is these varied contexts, and the implementation of the current CAPS curriculum therein, that led to the formulation of this research study. The implementation of the subject of Life Orientation was of particular interest to the researcher as it is this subject that has been designed, throughout the many curricular revisions, to prepare learners for life and work in the outside world (i.e. in their specific contexts external to the primary education system). This research study attempts to explore the experiences of Life Orientation teachers, focusing specifically on the role that context plays in their implementation of the curriculum. Teachers working in the FET phase (grades 10-12), within two different contexts, were selected to participate. Bronfenbrenner’s bio-ecological model (Bronfenbrenner, 2005) was used as the theoretical framework for this study because of the overlapping and interrelated systems that influence the development of the child and the context in which learning takes place. This is informed by Vygotsky’s theory of social constructivism, which emphasises the social aspect of development and the influence that specific social contexts have on learning. For this research, the learners were placed in the centre of Bronfenbrenner’s model; while the school, family, and broader social community were placed in the outer systems. This study made use of a basic qualitative design and a qualitative methodology which is rooted within an interpretive paradigm. Purposeful sampling was used to select participants from the two respective school contexts in the Western Cape province, and three measures were used to collect data: (1) a self-administered questionnaire, which teachers were asked to complete in their own time; (2) semi-structured individual interviews with the principals and heads of Life Orientation from the two respective schools; and (3) focus group interviews with the teachers in their respective contexts. Qualitative content and thematic analysis was used to analyse the data generated by means of these three data collection methods. The findings of this research paper suggest that the delivery of the current Life Orientation curriculum within particular contexts was a challenging experience for the teachers who participated in the study. However, with appropriate and professional teacher training and/or a more flexible and adaptable curriculum design, the participants felt that these challenges could be overcome. While the findings of the study cannot be generalised to all schools in South Africa, recommendations can be made, based on this study, for the relevant schools as well as the Department of Education to assist in ensuring that appropriate measures are taken in order to improve curriculum implementation – whether through professional teacher training and development, curriculum design, or both. / AFRIKAANSE OPSOMMING: Sedert 1994, en die ontbinding van die apartheidsera, was daar verskeie wysigings en weergawes van die Suid-Afrikaanse kurrikulum ten opsigte van beleidsverklarings leerprogramme en assesseringsriglyne. Die mees onlangse wysiging het in 2009 plaasgevind, toe die voorheen Hersiene Nasionale Kurrikulum Beleidsverklaring (HNKV, 2005) vervang is met die Kurrikulum en Assesseringsbeleidsverklaring (KABV) vir alle goedgekeurde vakke (insluitende die vak Lewensoriëntering) – wat in Januarie 2012 in werking getree het. Hierdie wysigings het die implementering van die kurrikulum oor kontekste heen dwarsdeur die land beïnvloed – kontekste wat wissel in kultuur, politiek en sosio-ekonomiese status as gevolg van die ongelykhede van die verlede. Dit is die implementering van die huidige KAVB kurrikulum binne hierdie verskillende kontekste wat gelei het tot die formulering van hierdie navorsingstudie. Die implementering van die vak Lewensoriëntering was van besondere belang vir die navorser, aangesien dit hierdie vak is wat ontwerp is deur al die kurrikulumhersienings heen om leerders vir die lewe en in die wêreld daarbuite voor te berei ( in hul spesifieke konteks). Hierdie navorsingstudie poog om die ervarings van Lewensoriëntering-onderwysers te verken, met spesifieke fokus op die rol wat konteks speel in hul implementering van die kurrikulum. Onderwysers wat werk in die VOO (Verdere Onderwys en Opleidng)-fase (grade 10-12) binne twee verskillende kontekste is gekies om deel te neem aan hierdie studie. Bronfenbrenner se bio-ekologiese model (Bronfenbrenner, 2005) is gebruik as die teoretiese raamwerk vir hierdie studie weens die oorvleueling van en onderlinge verhoudings tussen sisteme wat die ontwikkeling van die kind en die konteks waarin leer plaasvind, beïnvloed. Dit word toegelig deur Vygotsky se teorie van sosiale konstruktivisme, wat die sosiale aspek van ontwikkeling en die invloed wat spesifieke sosiale kontekste op leer het, beklemtoon. Vir hierdie navorsingstudie is die leerders in die middel van Bronfenbrenner se model geplaas; terwyl die skool, gesin en die breër sosiale gemeenskap in die perifêre sisteme geplaas is. Hierdie studie het gebruik gemaak van 'n basiese kwalitatiewe ontwerp en ‘n kwalitatiewe metode wat gewortel is in 'n interpretatiewe paradigma. Doelbewuste steekproefneming is gebruik om deelnemers uit die twee onderskeie skoolkontekste in die Wes-Kaap te kies. Die studie het gebruik gemaak van drie metodes om data in te samel: (1) ‘n self-geadministreerde vraelys wat die onderwysers gevra is om te voltooi in hul eie tyd; (2) semi-gestruktureerde individuele onderhoude met die skoolhoofde en hoofde van Lewensoriëntering uit die twee onderskeie skole; en (3) fokusgroeponderhoude met die onderwysers uit die onderskeie kontekste. Kwalitatiewe inhouds- en tematiese analise is gebruik om die data wat gegenereer is deur middel van hierdie drie data-insamelingsmetodes te ontleed. Die bevindinge van hierdie navorsingstudie het aan die lig gebring dat die lewering van die huidige Lewensoriëntering kurrikulum binne hulle bepaalde kontekste 'n uitdagende ervaring vir die onderwysers was wat aan die studie deelgeneem het. Die deelnemers was egter van mening dat hierdie uitdagings oorkom kan word met toepaslike en professionele opleiding van onderwysers, en/of ‘n meer buigsame en aanpasbare kurrikulumontwerp. Hoewel die bevindinge van hierdie studie nie veralgemeen kan word tot alle skole in Suid-Afrika nie, kan aanbevelings tog gemaak word aan die betrokke skole, sowel as die Departement van Onderwys om te help verseker dat die nodige maatreëls in plek gesit word om implementering van die kurrikulum te verbeter– hetsy deur professionele opleiding en ontwikkeling van onderwysers, of deur kurrikulumontwerp, of albei.

Thesis (MA (Psychology))--University of Stellenbosch, 2005. / Attention-Deficit/Hyperactivity Disorder (ADHD) is a serious disorder that effects approximately 5% of South African children. Teachers are seen as one of the most valuable sources of information with regard to referral and diagnosis of ADHD. They also have the responsibility for creating an environment conducive to academic, social and emotional success for children with ADHD. However as there is some doubt as to whether teachers have the appropriate knowledge of ADHD to fulfil this important role, this study aimed at assessing the knowledge and misperceptions of ADHD of primary school teachers in towns on the periphery of the Cape Town Metropole.

Thesis (PhD)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: The aim of this study is to develop a vocational training programme for the adolescent learner with an intellectual disability. There is a need for these learners to be trained for work in the open labour market. From the literature it is apparent that American legislation is in place for these learners to gain access to schools, colleges and universities. The literature also makes it clear that parent involvement and community involvement are essential for the planning and implementation of a vocational training programme. To answer the research question, a qualitative participatory action research study was conducted from an interpretive research paradigm. The researcher implemented multiple sources to generate data, namely semistructured interviews, a literature review, personal documents and field notes. In the course of the study a number of steps were taken to ensure the credibility of the data and to pay attention to the ethical aspects that emerged during the research. The literature review extends over two chapters: Firstly the American legislation on vocational training programmes for the adolescent with intellectual disabilities was studied, as well as the South African Educational legislation after 1994. Secondly the three national curriculum programmes are described, namely Outcomes-based Education, Curriculum 2005 and the National Curriculum Statement. The vocational training programme was developed in accordance with the principles of the National Curriculum Statement, learning area Life orientation, Learning outcome 5: the world of work. The development of the learning programmes,work schedules and the lesson plans were adapted to suit the needs of the learners with intellectual disabilities. The findings concluded that schools can train learners to prepare them for entering the open labour market. The teachers cannot do the vocational training in school alone; they need the support of the parents and the community. / AFRIKAANSE OPSOMMING: Die doel van die studie is om 'n beroepsgerigte opleidingsprogram vir die adolessente leerder met intellektuele gestremdheid te ontwikkel. Daar is 'n behoefte vir hierdie leerders om opgelei te word om toegang tot die ope arbeidsmark te verkry. Uit die literatuur is dit duidelik dat Amerikaanse wetgewing vir beroepsgerigte opleiding in plek is vir die genoemde leerders om tot skole, kolleges en universiteite toegang te verkry. Ouer- en gemeenskapsbetrokkenheid is belangrik in die beplanning en implementering van 'n beroepsgerigte opleidingsprogram. In antwoord op die navorsingsvraag is 'n kwalitatiewe deelnemendeaksie-navorsingstudie vanuit 'n interpretatiewe paradigma onderneem. Die navorser het van verskeie bronne gebruik gemaak om data te genereer, naamlik semigestruktureerde onderhoude, 'n literatuurondersoek, persoonlike dokumente en veldnotas. Tydens die studie is verskillende maatreëls toegepas om die geloofwaardigheid van die data te verseker. Die etiese aspekte het ook aandag geniet. Die literatuurstudie strek oor twee hoofstukke. Die eerste behels die Amerikaanse wetgewing op beroepsgerigte opleidingsprogramme, sowel as die Suid-Afrikaanse wetgewing ná 1994 op spesiale onderwys. Tweedens is die drie kurrikulumbenaderings ondersoek, naamlik Uitkomsgebaseerde Onderwys, Kurrikulum 2005 en die Nasionale Kurrikulumverklaring. Die beroepsgerigte opleidingsprogram is ontwikkel volgens die beginsels van die Nasionale Kurrikulumverklaring in die leerarea Lewensoriëntering, Leeruitkomste 5: Die wêreld van werk. Die ontwikkeling van die leerprogramme, werkskedules en lesplanne is aangepas volgens die behoeftes van leerders met intellektuele gestremdhede. Die bevindings het gelei tot die gevolgtrekking dat leerders op skool opgelei kan word om die ope arbeidsmark te betree. Die opvoeders kan nie die beroepsopleiding op skool alleen vermag nie; hulle benodig die ondersteuning van die ouers en die gemeenskap.

Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2008. / The inclusion policy which is currently being implemented according to White Paper 6 (July 2001) has raised many questions and debates. In South Africa at the moment there is a focus on the implementation of inclusion policies in primary schools. Although many studies have been conducted on Down syndrome, there seems to have been little focus on the adolescent. Specifically their experiences in the high school context appear to have received little attention. This paper focused on the experiences of an adolescent with Down syndrome who has been mainstreamed into a high school. The experiences are discussed within identified indicators of quality of life namely; peer relationships, experiences of academic, general school and extra-mural activities. In addition the effects of Down syndrome on areas such as adolescence, inclusion strategies, behaviour and social skills are also investigated. The findings of this paper were that of adolescents with Down syndrome can be successfully mainstreamed if their individual needs are catered for. These needs include opportunities to spend time with learners with the same abilities as their own. Satisfaction was experienced by the participant and her parents regarding her academic placement and scholastic achievements. A factor that played a role in her successful placement was the supportive environment she was in. Although satisfaction was experienced with regards to the process of inclusion there were parental concerns regarding her future independence.

Thesis (MEdPsych (Educational Psychology)--Stellenbosch University, 2008. / Since 1994 the South African government has been committed to the transformation of the education system, including higher education. Higher education institutions have been encouraged to include individuals representing groups that had been excluded on the grounds of age, race, gender and, more specifically, students with disabilities. Within this transformation process, some of the biggest challenges higher education institutions face are policy changes, flexible curriculum delivery, alternative assessment procedures, the physical accessibility of the campus and the provision of support services for students with disabilities or special needs. Although policy development is an important stepping-stone, the reality is that proper practice, adequate awareness, and positive attitudes are required to effectively support and accommodate the diverse needs of students with disabilities. The primary objective of this study was to obtain an in-depth understanding of how students with disabilities experience support and barriers to their development at Stellenbosch University. The study was also based upon the assumption that it is important to hear the voices of students with disabilities before any recommendations in terms of the existing strategy can be suggested. This study was conducted by means of qualitative research, and the methods of data collection consisted of individual and focus group interviews as well as a literature review. The research findings may be described as follows: · Students with disabilities experienced both internal and external support and barrier factors and processes that impacted on their development. · Internal support and barrier factors and processes include emotional, behavioural, beliefs, physical and cognitive aspects. · External support and barrier factors and processes include peers, the faculty and department, university accommodation, the classroom and the university. · Four overarching themes that emerged from the data of the participants, namely attitudes and awareness, communication, level of inclusion, and advocacy, were outlined. The findings of the study have important implications for the support practices and training of academic staff and all role players at Stellenbosch University. Recommendations are also made to improve support services and the campus climate at Stellenbosch University to ultimately embrace diversity in order to offer an inclusive environment where the principles of equal opportunities, full participation and non-discrimination are dear to the heart of all the relevant role players involved in teaching, learning, service provision and policy making at Stellenbosch University.

Thesis (MEdPsych)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: The contexts of the experiences of teachers in South Africa, particularly in communities with low income levels, seem to invite meanings of hopelessness. These meanings appear to be supported by dominant discourses that could determine and limit the practices or actions of these teachers. Within these contexts, however, there are teachers whose actions, reflections or motivations suggest the possibility of alternative or preferred meanings that may be marginalised or silenced by dominant discourses of hopelessness. The theoretical framework that provided the foundation for this study was social constructionism, which argues that meaning is constructed through social interaction and that there is no underlying or objective reality that can be revealed through observation or experience. An understanding of this social construction of meaning allows for the construction of alternative or preferred meanings by individuals or groups in contexts where dominant discourses do not serve their best interests. The aim of the research was therefore to explore and describe the meanings that the participants make of their experiences as teachers in a primary school in Cape Town in a community where low income levels are prevalent. The study further aimed to describe how these teachers experience contextual factors and how these factors contribute to their meaning-making. Furthermore, the purpose of the study was to explore local knowledge in the form of actions, motivations and reflections of the teachers that suggest possibilities for alternative or preferred meanings. In keeping with the social constructionist nature of the study, a qualitative, interpretivist research approach was used. Participants were selected through purposive sampling and focus group discussions were used to generate data. Digital audio recordings were made of the group sessions, which were then transcribed and analysed using the constant comparative method. The research findings indicated that the teachers who participated in the study experienced various contextual factors that contributed to their meaning-making. Their experiences of most of these factors were described in similar ways to comparable contextual factors as portrayed in the literature. Furthermore, these contextual factors were linked by the teachers, and dominantly in the literature, to meanings that could be summarised as hopelessness. However, alongside these meanings, the teachers gave rich or detailed descriptions of a range of actions, reflections and motivations that suggest possible alternative or preferred meanings to the hopelessness that their context seems to invite, and that dominant discourses in the literature appear to portray. These findings led to recommendations that were centred largely on meeting some of the support needs of teachers and children in communities with low income levels. / AFRIKAANSE OPSOMMING: Onderwysers se ervarings in Suid-Afrika, veral in gemeenskappe met ‘n lae inkomstevlak, word belewe binne kontekste wat lyk asof dit die betekenisse van hopeloosheid ontlok. Hierdie betekenisse word blykbaar deur dominante diskoerse ondersteun, wat hierdie onderwysers se werksaamheid of optrede kan bepaal en beperk. Binne hierdie kontekste is daar egter onderwysers wie se handelinge, nadenke of motivering die moontlikheid van alternatiewe of verkieslike betekenisse aandui, maar wat gemarginaliseer of stilgemaak kan word deur die dominante diskoerse van hopeloosheid. Die teoretiese raamwerk wat die grondslag vir hierdie studie verskaf het, was sosiale konstruksionisme, wat daarop dui dat betekenis deur sosiale interaksie gekonstrueer word en dat daar geen onderliggende of objektiewe realiteit is wat deur waarneming of ervaring geopenbaar kan word nie. ‘n Begrip van die sosiale konstruksie van betekenis maak voorsiening vir die konstruksie van alternatiewe of verkieslike betekenisse deur individue of groepe binne kontekste waar dominante diskoerse nie hul beste belange dien nie. Die doel van die navorsing was daarom om die betekenisse wat die deelnemers, as onderwysers in ‘n laerskool in Kaapstad binne ‘n gemeenskap met lae inkomste, aan hul ervarings heg, te verken en te beskryf. Die studie was verder daarop gemik om te beskryf hoe hierdie onderwysers kontekstuele faktore ervaar en hoe hierdie faktore ‘n bydrae lewer tot hoe hulle betekenis skep. ‘n Verdere doel van die studie was om plaaslike kennis in die gedaante van die optrede, motivering en nadenke van onderwysers, waardeur moontlike alternatiewe of verkieslike betekenisse na vore kom, te verken. Vanweë die sosiaal-konstruksionistiese aard van die studie, is ‘n kwalitatiewe, interpretiewe navorsingsbenadering as navorsingsmetodologie vir hierdie studie gebruik. ‘n Doelgerigte steekproef is gebruik om potensiële deelnemers te identifiseer en data is deur middel van fokusgroeponderhoude gegenereer. Digitale oudio-opnames van die fokusgroeponderhoude is getranskribeer en is met gebruik van die konstante vergelykende metode ontleed. Die navorsingsbevindings het aangedui dat die onderwysers wat aan hierdie studie deelgeneem het, verskillende kontekstuele faktore belewe wat bydra tot die betekenis wat deur hulle geskep word. Hulle belewenis van die meeste van hierdie faktore is op soortgelyke wyse beskryf as vergelykbare kontekstuele faktore wat in die literatuur bespreek word. Hierdie kontekstuele faktore is verder deur die onderwysers en in die literatuur aan betekenisse wat as hopeloosheid beskryf kan word, gekoppel. Naas hierdie betekenisse het die onderwysers egter ook ryk of gedetailleerde beskrywings van ‘n reeks handelinge, nadenkings en motiverings gebied wat moontlike alternatiewe of verkose betekenisse bied tot die hopeloosheid wat deur hulle konteks uitgelok word en deur die dominante diskoerse in die literatuur uitgebeeld word. Die navorsingsbevindings het gelei tot aanbevelings wat hoofsaaklik daarop gerig is om in sommige van die behoeftes aan ondersteuning wat deur onderwysers en kinders in gemeenskappe met lae inkomstevlakke ervaar word, te voorsien.