Thesis (MEd )--Stellenbosch University, 2011. / ENGLISH ABSTRACT: Employment in capitalist society forms the foundation of social, economic and political order where most individuals between the ages of 18 and 65 are assumed to be in a position to procure gainful employment in their areas of personal interest. Despite the move to democracy, based on the principles implicit in the Human Rights Movement, individuals with disabilities continue to exist as among the most economically disadvantaged groups in society where they are subject to the sustained effects of discriminatory and prejudicial attitudes in the workplace. This is compounded by the pervasive impact of lack of skills development; poor access to education and training; lack of awareness from employers; disabling environments and poor policy development. The purpose of this narrative inquiry was to explore the alternative stories of six individuals with disabilities who are currently employed in the mainstream labour sector as a means to gain insights into individual experiences of obstacles and facilitators to inclusion in the world of work. A narrative inquiry approach, embedded in a critical, emancipatory research paradigm formed the methodology for this study. This thesis was considered through the lens of an integrated theoretical approach, drawing on poststructuralist and social constructionist thought, interspersed with "episodes" of Lacanian psychoanalysis to attend to aspects of internalized oppression. Six individuals with disabilities, employed in the mainstream labour sector, were selected from three sites, using a purposive sampling method. Data were collected by way of two in-depth unstructured narrative interviews, constructed by way of personal experience stories (Squire, 2008; Riessman, 1993) and life stories (Atkinson, 1998) as a means to explore participants‟ unique life experiences and how they have constructed and asserted their professional identities in the world of work. A dual analysis process (first descriptive, then interpretive) was employed to bring structure and interpretation to the collected texts. Descriptive analysis involved the re-telling of participants‟ personal experience and life stories, using Clandinin and Connelly‟s three dimensional narrative inquiry space, whilst interpretive analysis sought to attend to the universal stories of disability using thematic analysis and synthesis. The key messages from the narratives revealed that in spite of the fact that many individuals with disabilities demonstrate immense loyalty, low rates of absenteeism, commitment and a range of skills, talents and abilities, disability continues to be conceptualized as an inferior status which inevitably creates widespread marginalization due to the pervasive effects of stigma, fear and ignorance. Many are not privy to vital education and training options as a precursor to entry into the labour market, and unequal salary structures, environmental barriers and physical accessibility are additional constraints which preclude full and equal participation in the mainstream labour sector. This study identified the efficacy of narrative inquiry etched within an integrated theoretical approach as the promise that disability studies has been waiting for. A crucial step in re-writing the historically disabling scripts related to the “disabled identity”, as a means to lobby for more inclusive strategies in the workplace, involves truly listening to the polyphony of individual voices from an emancipatory perspective. / AFRIKAANSE OPSOMMING: Gelyke werksgeleenthede en indiensneming vorm die grondslag van die sosiale, ekonomiese en politieke bedeling in 'n kapitalistiese samelewing. Die aanname is dat die meerderheid individue tussen die ouderdomme van 18 en 65 besoldigde betrekkings kan beklee waarin hulle belangstel. Ten spyte van die verskuiwing na 'n demokrasie wat gebaseer is op die beginsels van die Menseregtebeweging, is individue met gestremdhede steeds deel van 'n ekonomies benadeelde groepering as gevolg van diskriminasie en vooroordele in die werksplek. Hierdie situasie word vererger deur die deurlopende impak van 'n tekort aan vaardighede, beperkte toegang tot onderwys en opleiding, werkgewers se beperkte bewustheid van individue met gestremdheid se behoeftes en potensiaal, ontoeganklike werksomgewings en leemtes in beleidsontwikkeling. Die doel van hierdie narratiewe ondersoek was daarom 'n verkenning van alternatiewe verhale van ses individue met fisiese gestremdheid wat werksaam is in die ope arbeidsmark ten einde insig te kry in hul individuele ervarings van hindernisse en ondersteuning in die werksplek. Die metodologie van hierdie studie kan tipeer word as 'n narratiewe ondersoekbenadering wat gevestig is in 'n krities-emansipatoriese navorsingsparadigma. Die lens van die studie was dus 'n geïntegreerde teoretiese benadering van post-strukturalistiese en sosio-konstruksionistiese denke en "episodes" van Lakan se psigoanalise om aspekte van geïnternaliseerde onderdrukking te verstaan. Ses individue met fisiese gestremdheid wat werksaam is in die ope arbeidsmark is doelbewus gekies uit drie werksplekke. Data is gegenereer deur twee ongestruktureerde narratiewe onderhoude in die vorm van vertellings oor persoonlike ervarings (Squire, 2008; Riessman, 1993) en lewensverhale (Atkinson, 1998). Die deelnemers se unieke lewenservarings en hul konstruksie en handhawing van hul professionele identiteit in die werksplek was die fokus van die datagenerering. 'n Tweeledige proses van analise (eers beskrywend, daarna interpreterend) is gevolg om die teks te struktureer en te interpreteer. Beskrywende analise, gebaseer op Clandinin en Connelly se driedimensionele narratiewe ruimte, behels die oorvertel van deelnemers se persoonlike ervaring en lewensverhale. Die interpreterende analise daarenteen gebruik tematiese analise en sintese van die universele stories. Die sentrale tema van die narratiewe is dat gestremdheid steeds gekonseptualiseer word as minderwaardig, ten spyte van hierdie individue se ongekende lojaliteit, min afwesigheid, toegewydheid en omvang van vaardighede, talente en vermoëns. Die stigma, vrese en onkundigheid wat daarmee gepaard gaan lei tot marginalisering. Baie persone met gestremdhede het steeds nie toegang tot onderwys en opleidingsgeleenthede nie en voldoen dus nie aan die vereistes wat gestel word vir toegang tot die arbeidsmark nie. Oneweredige salarisstrukture, hindernisse in die omgewing en fisiese toeganklikheid belemmer volledige en gelyke deelname in die ope arbeidsmark. Hierdie studie bevestig die bruikbaarheid van narratiewe navorsing en 'n geïntegreerde teoretiese benadering in gestremdheidstudies. 'n Belangrike stap is die herskryf van die historiese beskouings van onbekwaamheid en “gestremde identiteit” as 'n poging om te onderhandel vir meer inklusiewe strategieë in die werkplek. Dit behels opregte luister na die individuele stemme vanuit 'n emansipatoriese perspektief.

Thesis (MEd )--Stellenbosch University, 2011. / ENGLISH ABSTRACT: This study addresses the issue of girls‘ inclusion in a secondary school in Tanzania. Many girls in developing countries, particularly in Sub-Saharan Africa, do not have the opportunity to attend secondary school although education is a basic human right. Gender discrimination is one of the major barriers to girls‘ attainment of higher education in Tanzania. The purpose of this study is to explore teachers‘ understandings of girls‘ inclusion at a Tanzanian secondary school. Data for this research was collected through individual and focus group interviews and observation in order to process meaning and understanding from participants. Although teachers were the primary focus of this study, girls and parents were also interviewed as key informants. Content analysis was the dominant method used to analyze the data. Findings from the study indicate that teachers in this context are representative of the prevailing structures of the social-cultural life where they impact girls‘ development in education. In addition, the socialization of girls contributes to the way girls perceive themselves, a situation they reflect from the existing social values. The study concludes by recommending that secondary school teachers and administrators, parents, community and religious leaders, and the government revisit socio-political structures that perpetuate gender stereotypes and discrimination against girls in secondary schools in Tanzania. / AFRIKAANSE OPSOMMING: Hierdie navorsing spreek die insluiting van meisies in 'n hoërskool in Tanzanië aan. Baie meisies in ontwikkelende lande, spesifiek Sub-Sahara Afrika het nie die geleentheid om hoërskool by te woon selfs al is opvoeding beide 'n mensereg en basiese behoefte nie. Rasse diskriminasie is een van die grootste probleme vir veral meisies tot die verkryging van hoër opvoeding in Tanzanië. Die doel van hierdie studie was om onderwysers se begrip van meisies se insluiting by 'n Tanzaniese hoërskool na te vors. Data vir die navorsing is verkry deur onderhoude, fokusgroep onderhoude en observasies om betekenis en begrip van deelnemers te verwerk. Onderwysers was die hoof fokus van die studie; alhoewel, daar ook met die meisies en ouers onderhoude gevoer is as hoof deelnemers van die studie. Inhoud analise was die dominante metode wat gebruik is om die data te analiseer. Die navorsing het bevind dat onderwysers binne hierdie konteks heeltyd verteenwoordigend is met die voortdurende strukture van sosiale kulturele lewe waar hul meisies se ontwikkeling in die opvoeding beïnvloed het. Verder dra die sosialisering van meisies by tot die manier waarop meisies 'n situasie sien en wat bestaande sosiale waardes weerspieël. Hierdie navorsing sluit af deur hoërskool onderwysers, ouers, die gemeenskap, godsdiensleiers asook die politieke strukture aan te moedig om die sosio-politieke strukture te hersien ten opsigte van geslag stereotipering en diskriminasie teenoor meisies in skole.

Thesis (MEd )--Stellenbosch University, 2011. / ENGLISH ABSTRACT: During no other time in history have sexual minority individuals been the recipients of so much attention, scrutiny and unprecedented acceptance and inclusion into mainstream culture. However, despite advances and society's ever increasing tolerance toward sexual minorities, many individuals with alternative sexual orientations remain fearful of disclosing their sexuality. Consequently, adolescents often hide their alternative sexual orientation from others or disclose to only a select few. Adolescents with alternative sexual orientations face unique challenges, such as the coming out process, during which they must recognise, explore, define and disclose their orientation in a way that heterosexual individuals need not. Disclosure of an alternative sexual orientation is a struggle for most lesbian, gay and bisexual youth due to fears of discrimination, ostracism and violence from others. Despite a growing body of scientific literature on homosexuality in general, little is known about the disclosure process and its impact on an adolescent. This study seeks to help fill the gaps by giving voice to the adolescent by exploring the experience of disclosure. Furthermore, this study seeks to provide insight and knowledge to mental health professionals to aid adolescent clients throughout the disclosure process. This study's research methodology can be described as qualitative research which is embedded within an interpretive/constructivist paradigm. Purposive sampling was used to select five male and five female research participants. The methods of data collection that were employed comprised semi-structured individual interviews and reflective notes. Furthermore, content analysis was used to analyse the data. The findings of this study suggest that many unique issues besides the normative challenges that lesbian and gay adolescents share with heterosexual adolescents characterise their development. This research study suggests that there are several milestones that are characteristic of lesbian and gay identity development, the negotiation of which may hinder development in other areas. The male and female participants described a similar trajectory to coming out, consistently identifying a feeling of being different during early childhood which resolved into an awareness of same-sex attraction that concluded in their self-labelling as gay or lesbian. The findings of this study suggest that the process of disclosure is continuous and emergent. The reactions of parents ranged from extreme outrage and expulsion from the home to support and acceptance of the fact that their child had disclosed his/her homosexual orientation. From the findings of this study it would appear that the participants' parents were initially ill prepared and unable to support their child during his/her disclosure. The participants voiced various strategies to support an adolescent in the position of disclosing to family. There are several implications of this study's findings for mental health professionals working with lesbian, gay and bisexual adolescents and youth. / AFRIKAANSE OPSOMMING: Die aandag, noukeurige betragting, aanvaarding en ongekende insluiting binne die hoofstroom van die kultuur wat tans deur seksuele minderheidsgroepe ervaar word, is ongekend in die geskiedenis. Ten spyte van vooruitgang en die toenemende verdraagsaamheid teenoor die seksuele minderheid in die samelewing, vrees diegene wat 'n alternatiewe seksuele oriëntasie toon steeds om hulself bloot te stel. Gevolglik hou adolessente dikwels hul alternatiewe seksuele oriëntasie geheim of onthul hulle dit slegs aan 'n uitgesoekte paar persone. Adolessente met 'n alternatiewe seksuele oriëntasie kom op 'n wyse wat nie vir heteroseksuele individue nodig is nie, voor unieke uitdagings soos die openbaarmaking van hul oriëntasie te staan wanneer hulle dit moet erken, verken, definieër en aan die moet lig bring. Die erkenning van 'n alternatiewe seksuele oriëntasie plaas die meeste lesbiese, gay en biseksuele jeugdiges voor 'n stryd vanweë die vrees vir diskriminasie, verstoting en geweld deur andere. Ten spyte van die algemene toenemende hoeveelheid wetenskaplike literatuur oor homoseksualiteit, is daar weinig kennis van die verklaringsproses en die impak daarvan op 'n adolessent. Hierdie studie poog om die ervaring van verklaring te ondersoek om die adolessent se stem te laat hoor en sodoende die kennisgaping te oorbrug. Verder poog die studie ook om insig en kennis aan professionele persone binne die gebied van die geestesgesondheid te bied, om hulle in staat te stel om adolessente kliënte met die verklaringsproses by te staan. Die navorsingsmetodologie wat vir die studie gebruik is, kan as kwalitatiewe navorsing binne 'n interpretiewe/konstruktiwistiese paradigma beskou word. Doelgerigte toetsing is ingespan om vyf manlike en vyf vroulike deelnemers vir die navorsingspoging te werf. Data is met behulp van semigestruktureerde onderhoude en reflektiewe notas ingesamel. Verder is inhoudsanalise gebruik om die data te ontleed. Die bevindings van die studie dui daarop dat die ontwikkeling van gay en lesbiese adolessente benewens die normatiewe uitdagings wat deur hulle sowel as heteroseksuele adolessente aangespreek moet word, ook deur unieke kwessies gekenmerk word. Hierdie navorsingstudie suggereer dat verskeie mylpale kenmerkend is van die ontwikkeling van lesbiese en gay identiteit en dat die bewerkstelliging daarvan ontwikkeling in ander areas kan stuit. Die manlike en vroulike deelnemers aan die studie het langs soortgelyke bane tot die verklaring van hul oriëntasie gekom en het die gewaarwording dat hulle tydens hul vroeë jeug reeds 'n gevoel dat hulle anders was konsekwent geïdentifiseer. Hierdie gevoel het tot 'n bewustheid van die aantrekking van dieselfde geslag ontwikkel en tot self-etikettering as gay of lesbies gelei. Die bevindings van die studie stel voor dat die verklaringsproses voortdurend en opdoemend van aard is. Die reaksies van ouers wissel vanaf uiterste verontwaardiging en verdrywing vanuit die tuiste tot ondersteuning en aanvaarding van die wete dat hul kind sy/haar homoseksuele oriëntasie verklaar het. Die bevindings laat blyk ook dat die ouers van die deelnemers aanvanklik gebrekkig voorbereid was en nie in staat was om hul kind tydens die verklaring te ondersteun nie. Die deelnemers het verskeie strategieë voorgestel vir die ondersteuning van 'n adolessent wat hom/haar op die punt van hierdie verklaring aan die gesin bevind. Die studie se bevindings het ook verskeie implikasies vir professionele persone wat binne die gebied van die geestesgesondheid met lesbiese, homoseksuele en biseksuele adolessente en jeugdiges te doen het.

Thesis (MEdPsych)--Stellenbosch University, 2011. / ENGLISH ABSTRACT: Cochlear implantation is a surgical procedure, where an electronic device is implanted into the inner ear to give people, with severe to profound hearing loss, access to sound and the spoken word. In spite of a wealth of international research, local studies on cochlear implants, and more specifically research concerning the experience of adolescents with the device, are limited. Adolescence, as a development stage, is also a very difficult phase, which is marked as a crisis period in the developement process towards maturity, as well as a continued selfconsciousness and worry about how others perceive them. It may therefore be deduced that the use of the cochlear implants could cause this to be an intense experience during this developmental phase and that served as motivation to conduct my research specifically on adolescents. This generic qualitative study had a dual purpose: Firstly it endeavoured, through explorative and descriptive research, to determine the experience of adolescents with cochlear implants in school and also in other social circumstances. That sparked off a better understanding and insight, concerning the experience of adolescents with these devices. Secondly, the purpose of this study was to enquire into and describe the experience of adolescents with their support systems. This in turn lead to the identification of support systems, but also the lack of such systems in the personal-, social- and learning environment. An interpretative qualitative study was designed to explain the experience of adolescents with cochlear implants. The Bronfenbrenner Bioecological Model of human development was used as framework to discuss the complex experience of adolescents with cochlear implants. The Asset based approach, as well as Outcomes of well-being founded on the principles of Positive Psychology, was also used as theoretical and conceptual framework to explain existing assets, support systems and management strategies. Four adolescents with cochlear implants and their parents took part in the the study. In-depth data was generated through alternative methods of interviewing, which were adjusted according to the unique requirements of each participant as well as the level of their loss of hearing. Interactive activities, that targeted the interest of participants, were adapted to their language ability and visually interactive were also used. Interviews were constantly supported by thorough field notes. Raw data was then transcribed and processed by using the constant comparative method. The themes, that were constructed from these, seem to indicate that the experieces of these adolescents are unique and are influenced by several intrapersonal and external factors. The exploration of these factors revealed the following: • Adolescents with cochlear implants sometimes experience social exclusion at school as well as amongst their friends. • Various obstacles lead up to social exclusion: Firstly, adolescents with cochlear implants are not able to follow group conversations and background interference further hampers their limited hearing. Secondly, they experience a lack of effort from their peers and teachers to include them in conversations, because the latter have a wrong perception that cochlear implants restore deaf people's hearing 100%. • Participants often experience powerlessness concerning their deafness and are selfconscious due to the visibility of the cochlear implant. • Scholastic advancement is further hampered by the ignorence of teachers, concerning the needs of learners with cochlear implants, and also due to language impairments caused by their deafness. • Personal strengths, like a positive outlook, assertiveness and perseverance, along with coping strategies, like extreme effort and mediation by parents at school, for their adolescents with cochlear implants, improve the resilience of this group to handle the above mentioned obstacles. • Other children with cochlear implants, the families of participants and school are considered to be the primary support systems. Suggestions, concerning the development and improvement of the support systems of adolescents with cochlear implants, were made on the basis of the data results. Due to the limited range of this study, further research suggestions have been made, that are supported by the knowledge gained in this study about the experience of adolescents with cochlear implants. / AFRIKAANSE OPSOMMING: Kogleêre inplantering is 'n chirurgiese metode, waar 'n elektroniese toestel in die binneoor inplanteer word om mense met erge tot uitermatige gehoorverlies, toegang tot klanke en gesproke taal te gee. Ten spyte van 'n rykdom internasionale navorsing, is nasionale studies oor kogleêre inplantings, en meer spesifiek rakende adolessente se ervaring daarmee, beperk. Adolessensie, as ontwikkelingstadium, is ook 'n moeilike fase wat gekenmerk word as 'n krisistydperk in die ontwikkelingsproses tot volwassenheid, asook volgehoue selfbewussyn en kommer oor hoe ander hul ervaar. Die afleiding is dus dat die gebruik van kogleêre inplantings tydens hierdie ontwikkelingsfase, aanleiding kan gee tot 'n intense belewing daarvan en het dit daarom ook as motivering gedien om my ondersoek spesifiek op adolessente te rig. Die doel van hierdie generies kwalitatiewe studie was tweeledig: Eerstens het dit gepoog om, deur verkennende en beskrywende navorsing, die ervaring van vier adolessente met kogleêre inplantings in die skool, en ander sosiale hoedanighede, te bepaal. Dít het aanleiding gegee tot 'n ruimer begrip en insig aangaande adolessente se belewing met hierdie apparate. Tweedens het die studie ten doel gehad om die adolessente se belewing van hul ondersteuningsisteme te ondersoek en te beskryf. Dit het voorts gelei tot die identifisering van ondersteuningsisteme, maar ook die leemtes daarvan in hul persoonlike-, sosiale- en leeromgewing. 'n Interpretivistiese, kwalitatiewe studie is ontwerp om die ervarings van adolessente met kogleêre inplantings te verduidelik. Bronfenbrenner se Bioekologiese Model van menslike ontwikkeling is as raamwerk gebruik om die kompleksiteit van adolessente met kogleêre inplantings se ervaring te bespreek. Die Bategebaseerde benadering, sowel as Uitkomste van welwees ("well-being") wat berus op die beginsels van die Positiewe Sielkunde, is verder as teoretiese en konseptuele raamwerk gebruik om bestaande bates, ondersteuningsisteme en hanteringstrategieë te verduidelik. Vier adolessente met kogleêre inplantings en hul ouers het aan die studie deelgeneem. Data is genereer deur alternatiewe metodes van onderhoudsvoering, wat aangepas is volgens elke deelnemer se unieke behoeftes en verskillende grade van gehoorverlies. Daar is ook gebruik gemaak van interaktiewe aktiwiteite, wat op deelnemers se belangstellings gerig was, volgens hul taalbekwaamheid aangepas is en ook visueel ondersteunend was. Onderhoude is deurlopend met deeglike veldnotas ondersteun. Rou data is getranskribeer en deur middel van die konstante vergelykende metode verwerk. Die temas, wat hieruit gekonstrueer is, dui daarop dat hierdie adolessente se ervarings uniek blyk te wees en deur verskeie intrapersoonlike en eksterne faktore beïnvloed word. Die verkenning van hierdie faktore het die volgende aan die lig gebring: • Adolessente met kogleêre inplantings beleef soms sosiale uitsluiting in die skool, asook tussen hul vriende. • Verskeie hindernisse gee aanleiding tot sosiale uitsluiting: Eerstens kan adolessente met kogleêre inplantings nie gesprekke in groepe volg nie en word hul gehoor verder deur agtergrondgeraas belemmer. Tweedens is hul belewing dat hul vriende en onderwysers nie aanpassings maak om hul by gesprekke te betrek nie, omdat hulle oor 'n wanpersepsie beskik dat kogleêre inplantings mense wat doof is se gehoor 100% herstel. • Deelnemers beleef dikwels magteloosheid oor hul doofheid en is selfbewus oor die sigbaarheid van die kogleêre inplanting. • Skolastiese vordering word belemmer deur onderwysers se onkunde aangaande die behoeftes van leerders met kogleêre inplantings, maar ook as gevolg van taalagterstande, wat deur hul doofheid veroorsaak word. • Persoonlike sterktes, soos 'n positiewe lewensingesteldheid, beslistheid en deursettingsvermoë, asook hanteringstrategieë, soos uiterse harde werk en voorspraak, wat ouers vir hul adolessente met kogleêre inplantings by die skool maak, bevorder veerkragtigheid ("resilience") by hierdie groep adolessente om bogenoemde hindernisse te hanteer. • Ander kinders met kogleêre inplantings, adolessente deelnemers se gesinne en ook die skool word as primêre ondersteuningsisteme beskou. Aanbevelings rakende die verbetering van adolessente met kogleêre inplantings se ondersteuningsisteme is op grond van die bevindinge uit die data gemaak. Vanweë die beperkte omvang van hierdie studie is daar ook, na aanleiding van verworwe kennis aangaande die ervarings van adolessente met kogleêre inplantings, verdere navorsingsvoorstelle gemaak.

Thesis (MEd (Educational Psychology))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: The HIV/AIDS pandemic presents many challenges to education in South Africa. The National Department of Education declared itself a central player in addressing the many challenges presented by HIV/AIDS. An important challenge relates to an increase in learners that experience barriers to learning and development in schools and classrooms. Education White Paper 6 of 2001 (Department of Education, 2001) emphasised that the implementation of inclusive education in schools should take the incidence and impact of HIV/AIDS into consideration and that learners with HIV/AIDS should be included into schools and given the necessary support to ensure quality learning. To successfully include and support learners with HIV/AIDS, principals and teachers should hold positive perceptions on the inclusion of these learners in schools and classrooms. Before strategies and techniques on how to support learners with HIV/AIDS can therefore be developed effectively, principals' and teachers' perceptions on the inclusion of these learners should be explored. This qualitative study was designed to explore the perceptions of principals and teachers on the inclusion of learners with HIV/AIDS in mainstream schools and classrooms. The research was done within an interpretative paradigm. A qualitative research methodology was employed with purposive sampling of participants, semi-structured individual interviews and constant comparative analysis. Research findings indicate that learners with HIV/AIDS as a chronic illness were accommodated in mainstream schools and classrooms in the community under investigation. The findings also suggest that positive attitudes would result in meaningful relationships between teachers, learners and parents. The findings furthermore indicate that certain teachers, especially those working in schools in the senior and further education phases in the specific community, should develop more positive perceptions of learners with HIV/AIDS in order to render appropriate support and care. Knowledge and training were found to be lacking. The transdisciplinary approach to support with its emphasis on collaboration across boundaries was seen as the most appropriate approach in addressing the diverse needs of all learners with HIV/AIDS. v / AFRIKAANS OPSOMMING: Die MIV/vigs-pandemie skep baie uitdagings vir die onderwys in Suid-Afrika. Die Nasionale Departement van Onderwys het verklaar dat dit sentrale rolspeler is in die aanspreek van die vele uitdagings wat MIV/vigs bied. Een belangrike uitdaging in skole en klaskamers hou verband met toename in leerders wat hindernisse tot leer en ontwikkeling ervaar. Die Onderwyswitskrif 6 van 2001 (Departement van Onderwys, 2001) het beklemtoon dat in die implementering van inklusiewe onderwys in skole, die voorkoms en impak van MIV/vigs in aanmerking moet neem en dat leerders met MIV/vigs in skole ingesluit moet word. Dit beveel voorts aan dat hulle die nodige ondersteuning moet kry om gehalte-onderwys te verseker. Ten einde leerders met MIV/vigs suksesvol in te sluit en hulle te ondersteun moet skoolhoofde en onderwysers positiewe persepsies huldig oor die insluiting van hierdie leerders. Voordat strategieë en tegnieke om leerders met MIV/vigs in skole en klaskamers te ondersteun effektief ontwikkel kan word, moet skoolhoofde en onderwysers se persepsies omtrent die insluiting van hierdie leerders eers ondersoek word. Hierdie kwalitatiewe ondersoek is ontwerp om die persepsies van skoolhoofde en onderwysers oor die insluiting van leerders wat met MIV/vigs geïnfekteer is in hoofstroomskole en -klaskamers te ondersoek. Die navorsing is binne interpretatiewe paradigma gedoen. Kwalitatiewe navorsingsmetodologie is gebruik met doelgerigte steekproefneming van deelnemers, semi-gestruktureerde individuele onderhoude en konstant-vergelykende analise. Navorsingsbevindings het aangetoon dat die gemeenskap wat ondersoek is leerders met MIV/vigs as chroniese siekte in hoofstroomskole en-klaskamers akkommodeer. Dit het ook uit die bevindings geblyk dat positiewe houding betekenisvolle verhoudings tussen onderwysers, leerders en ouers tot gevolg sou hê. Die bevindings het verder aangetoon dat sekere onderwysers, veral diegene wat in skole in die senior en voortgesette onderwysfases in die besondere gemeenskap werk, meer positiewe persepsies moet ontwikkel van leerders met MIV/vigs ten einde toepaslike ondersteuning en sorg te verskaf. Daar is bevind dat kennis en opleiding ontbreek. Die transdissiplinêre benadering tot ondersteuning, met sy klem op samewerking oor grense heen, is gesien as die toepaslikste benadering in die aanspreek van die diverse behoeftes van alle leerders met MIV/vigs.

Thesis (MEdPsych)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Trans-national migration to English-speaking countries has become increasingly popular among Asian families. Their aim is for their children to obtain overseas educational credentials and to gain the English language as cultural capital in the global market. Over the past few years, South Africa has been perceived as a place where immigrants, as well as migrants can make a new life for themselves and their families. The study aimed to explore the support given by parents/guardians of Korean migrant learners with regard to the learners' primary schooling experiences. In seeking to understand the phenomenon of parent/guardian support of Korean migrant learners' primary schooling experiences, I use the ecosystemic approach, which is constructed by both the general systems and the ecological theories. I discuss the ecosystemic framework by dividing it into its micro-, meso- and macro-systems. In the research, within the micro- and meso-systems the parent/guardian was considered to be part of a larger system of family, school, education system and community. These systems interact with each other. Acculturation theory, which focuses on psychological adjustment of the migrant learners, influenced the inquiry. Furthermore, Korean migrant families struggle within various ecological social systems outside the family system. These include the educational, physical, mental health, economic and political systems, which can influence the reasons for migration. The matter of cultural differences and the way in which they influence Korean migrant learners' schooling experiences were also explored. The macro-systems analysis includes Bourdieu's theory on cultural capital and the social closure theory. The specific design selected for this study is a case study that is qualitative and explorative in nature. Semi-structured interviews were conducted with individual parents/guardians and a focus group to gather information regarding the support given to Korean migrants in their primary schooling experiences. The data was analysed within the micro-, meso- and macro-systems and themes emerged during the interviews. The findings revealed that the macro-systems focused on the reasons for migration, which were gaining English skills and experiencing the process of globalisation. The study also focused on the micro-systems and thus dealt with the diverse experiences of the participants, which included the family dynamics, the support given to Korean migrant learners and parents'/ guardians' perceptions of schooling experiences. The trans-national migrant families in South Africa vary between 'wild goose families', nuclear families and guardianships. The support given to Korean migrant learners ranges from emotional support (e.g. hugs, kisses and motivation), financial support (e.g. money for various things) and physical support (e.g. transport) to spiritual support (e.g. praying and going to church). It was concluded from the study that cultural capital and global positional competition play an important role in Korean migrant learners' primary schooling experiences. Although these parents/guardians bring the learners to South Africa to move away from the very formal education system of Korea, it seems as if they are still reinscribing familiar patterns of living in South Africa. It is questioned whether it is not better for Korean learners to be educated in Korea. They appear to improve their English language in South Africa, but may be compromised in other areas, such as emotional well-being, which could cause poor psychological adjustment. Therefore it is recommended that more knowledge be gained in order know how to support these learners effectively. / AFRIKAANSE OPSOMMING: Transnasionale migrasie na Engelssprekende lande het aansienlik uitgebrei onder Asiatiese families. Die rede hiervoor is om oorsese opvoedkundige getuigskrifte vir hulle kinders, en taalvaardigheid in Engels as kulturele kapitaal in die globale mark te verwerf. Oor die afgelope paar jaar was Suid-Afrika ʼn gewilde bestemming waar beide immigrante en migrante saam met hulle families ʼn nuwe toekoms vir hulself kan skep. Daar is met die studie gepoog om ondersoek in te stel na die ondersteuning wat die ouers/voogde van Koreaanse migrante leerders aan die kinders bied met betrekking tot hul skoolervaringe. Die ekosistemiese benadering brei uit op die algemene sisteme en die ekologiese teorieë om die verskynsel van ouer/voog-ondersteuning van Koreaanse migrante leerders tydens die leerders se ervaring in die primêre skool te verstaan. Ek het die ekosistemiese benadering as raamwerk vir my bespreking gebruik deur dit te verdeel in mikro-, meso- en makro-sisteme. Binne die mikro- en meso-sisteme word ouers/voogde bespreek as deel van die wyer sisteem van familie, skool, onderwysstelsel en gemeenskap. Hierdie sisteme is interverweef en in konstante wisselwerking met mekaar. Akkulturasieteorie, wat op die sielkundige aanpassing van die migrant leerders fokus, het hierdie ondersoek gerig. Die Koreaanse migrant families ervaar ook hindernisse binne verskeie ekologiese sosiale sisteme buite die familie-sisteem. Hierdie hindernisse word ervaar binne die opvoedkundige, fisiese en geestesgesondheid-, ekonomiese en politieke sisteme, wat die redes vir migrasie kan beïnvloed, asook die kulturele verskille en hoe dit die Koreaanse migrant leerders se skoolervaringe beïnvloed. Die makro-sisteme fokus op Bourdieu se teorie aangaande kulturele kapitaal en die sosiale sluitingsteorie. Die navorsingsontwerp van hierdie studie is ʼn gevallestudie en is kwalitatief en ondersoekend van aard. Semi-gestruktureerde onderhoude is met die deelnemers en ʼn fokusgroep gevoer om inligting rakende die ondersteuning van Koreaanse migrante leerders in die laerskool te verkry. Die data is ontleed binne die mikro-, meso- en makro-sisteme, asook die temas wat uit die onderhoude met die deelnemers ontstaan het. Die bevindinge het die deelnemers se diverse ondervindings binne die mikro-sisteem aan die lig gebring. Dit sluit in: familie dinamika, deelnemers se ervaring van ondersteuning aan Koreaanse migrante leerders, asook ouers/voogde se persepsies van die Koreaanse migrante-leerders se skoolervarings. Die studie was verder op die makro-sisteme gerig, waar die fokus op die redes vir migrasie was. Laasgenoemde verwys na die verwerwing van Engelse vaardighede en die belewing van globalisasie. Die slotsom van die studie is dat kulturele kapitaal en globale posisionele kompetisie ʼn belangrike rol speel in die Koreaanse migrante leerders se laerskool-ervaring. Alhoewel die ouers/voogde die leerders Suid-Afrika toe bring sodat hulle kan wegbeweeg van die baie formele opvoedingsisteem in Korea, blyk dit egter dat hul presies dieselfde patrone van onderrig en leer in Suid-Afrika beleef. Die vraag is dus: Sal dit nie beter wees vir sulke leerders om in Korea onderrig te ontvang nie? Onderrig in Suid-Afrika bied wel die geleentheid om beter vaardighede in Engels aan te leer, maar die vraag ontstaan: Wat is die prys wat hulle daarvoor moet betaal? In die lig hiervan is my aanbeveling dat meer kennis aangaande hierdie leerders se ervaring verwerf behoort te word ten einde meer effektiewe ondersteuning aan hulle te fasiliteer.

Thesis (MEdPsych)-- Stellenbosch University, 2012. / ENGLISH ABSTRACT: The purpose of this study was to explore teachers‟ understanding of inclusive education within an independent Islamic school. The research was designed to explore the way the values and principles of tolerance and respect for religious and cultural diversity might be accommodated or promoted within an independent Islamic school in South Africa. Such schools are guided by the aims and objectives of Islamic education, as defined at the First World Conference on Muslim Education held in Makkah, Saudi Arabia in 1977. However, such schools are also bound by the aims and objectives of inclusive education, as propagated by the Department of Education, which strives to promote religious and cultural diversity within a democratic society. In this study the views and experiences of nine teachers with regard to inclusivity, cultural and religious tolerance and democratic citizenship were researched. It was argued that teachers and schools represent the earliest opportunity for learners to develop meaningful relationships with and positive attitudes towards others; this enables learners to feel valued and included as citizens within a democratic and diverse society. This qualitative study was limited to one independent Islamic school in the Western Cape. The data was collected through semi-structured personal and focus group interviews and was analysed within an interpretive paradigm. The findings were that whilst the participants agreed that access to the school should be open to all learners irrespective of religion, most felt that non-Muslim learners should be taught separately. Though a school environment should promote tolerance and respectful attitudes towards learners from different cultures and backgrounds, the participants supported a school ethos that was founded on Islamic principles. The main recommendation of this study is that the independent Islamic schools should give careful consideration to their role within society if they wish to create a democratic citizenry and promote religious and cultural diversity. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om onderwysers se begrip van insluitende opvoeding binne ‟n onafhanklike Islamitiese skool te eksploreer. Die navorsing was ontwerp om te eksploreer hoe die waardes en beginsels van verdraagsaamheid en respek vir godsdiens en kulturele diversiteit geakkommodeer en bevorder kan word binne ‟n Islamitiese skool in Suid-Afrika. Hierdie tipe skole volg die doelwitte en doelstellings van Islamitiese opvoeding, soos gedefinieer by die Eerste Wêreld Konferensie oor Moslem Opvoeding in Makkah, Saudi Arabia in 1977. Hierdie skole is wel ook verbonde aan die doelwitte en doelstellings van inklusiewe opvoeding, soos voorgeskryf deur die Onderwysdepartement, wat streef vir die bevordering van godsdiens en kulturele diversiteit binne ‟n demokratiese samelewing. Die meninge en ervarings van nege opvoeders in verband met inklusiwiteit, godsdiens en kulturele verdraagsaamheid en demokratiese burgerskap was ondersoek. Die argument was dat opvoeders en skole verteenwoordig was van die vroegste geleenthede vir leerders om waardevolle verhoudings met positiewe houdings teenoor ander te ontwikkel. Dit stel leerders in staat om waardevol en ingesluit te voel as burgers binne ‟n demokratiese en diverse samelewing. Hierdie kwalitatiewe studie was afgebaken tot een onafhanklike Islamitiese skool in die Weskaap. Die data was ingesamel deur semi-gestruktureerde persoonlike en fokus groep onderhoude en was geanaliseer binne ‟n interpretatiewe paradigma. Die uitkomste was dat deelnemers daarmee saamgestem het dat die skool oop moet wees vir alle leerders ongeag van hul godsdiens. Die meerderheid het wel gevoel dat nie-Moslem leerders aparte onderrig moet ontvang; alhoewel ‟n skool ‟n omgewing moet bevorder vir verdraagsaamheid en respekvolle houdings teenoor leerders van verskillende kulture en agtergronde. Die deelnemers het ‟n skool etos ondersteun wat baseer is op Islamitiese beginsels. Die hoof aanbeveling van hierdie studie is dat onafhanklike Islamitiese skole versigtige oorweging moet gee aan hul rol binne ‟n samelewing indien hul ‟n demokratiese burgerskap wil skep en godsdiens en kulturele diversiteit wil bevorder.

Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: Fetal Alcohol Spectrum Disorder, which is the most common cause of mental and learning disabilities in the world, is totally preventable. Fetal Alcohol Spectrum Disorder is not a genetic or inherited condition; however, it is permanent and reduces human potential. There is no cure or treatment. Fetal Alcohol Spectrum Disorder does not distinguish between race, class or culture and can affect children from all socio-economic groups. It is however more prevalent amongst poor, uneducated, uninformed and marginalised (minority groups) or aboriginal communities due to a variety of historical, sociopolitical and economic reasons. Fetal Alcohol Spectrum Disorder has become a public health problem in South Africa in provinces like the Western and Northern Cape (winegrowing areas), where substantial research has been conducted and where alcohol abuse can be traced back to the ‘dop’ system. The highest documented prevalence of Fetal Alcohol Spectrum Disorder in the world has been identified in these provinces amongst a marginalised group of people classified in South Africa as ‘coloured’. A substantial amount of research has been conducted on the characteristics, manifestation and prevalence of Fetal Alcohol Spectrum Disorder in South Africa, but no research has yet been done to ascertain educators’ knowledge of and attitude to learners with Fetal Alcohol Spectrum Disorder. In view of the high prevalence of Fetal Alcohol Spectrum Disorder in South Africa, and the possibility that many of the learners with learning and behavioural problems in our schools could be victims of Fetal Alcohol Spectrum Disorder (also known as a ‘hidden disability’) I concentrated my research on schools situated in low socio-economic areas on the Cape Flats where poverty and unemployment are high and shebeens are plentiful. Through this research I firstly wished to establish how much knowledge educators have of Fetal Alcohol Spectrum Disorder and what their attitudes are toward learners manifesting the disorder. Secondly, my aim was to ascertain to what extent educators are able to support and identify these learners. Qualitative research methods and an interpretive constructivist paradigm were used to conduct the study. Data was primarily collected through the use of interviews, focus group discussions, observations and a research journal. Nine participants, from three different low socio-economic schools (one from each educational phase) on the Cape Flats, were involved. Themes that emerged from the data were analysed and recorded through the constant comparative method. They are discussed together with the research findings. This study revealed important issues pertaining to educators’ knowledge of Fetal Alcohol Spectrum Disorder and whether they are able to assist learners presenting with this disorder in mainstream education in South Africa. A number of recommendations are made for further research in this field. / AFRIKAANSE OPSOMMING: Fetale Alkohol Spektrumsindroom, wat as die algemeenste oorsaak van verstandelike en leergestremdhede in die wêreld beskou word, is ʼn sindroom wat voorkom kan word. Die sindroom is nie geneties of oorerflik nie, maar die skade is permanent omdat daar geen behandeling en teenmiddel is nie. Dit het gevolglik ʼn negatiewe impak op menslike vermoëns. Fetale Alkohol Spektrumsindroom kan kinders van alle sosioekonomiese groepe affekteer en alhoewel dit nie kultuur-, ras- of klasgebonde is nie, is dit oorwegend ʼn algemene verskynsel onder groepe met ʼn lae opvoedingspeil, diegene wat oningelig en gemarginaliseer is (minderheidsgroepe) of dié wat as inboorlinggemeenskappe bekend staan, wat toegeskryf kan word aan verskeie historiese, sosio-politieke en ekonomiese redes. Fetale Alkohol Spektrumsindroom is tans ʼn openbare gesondheidsprobleem in Suid-Afrika, veral in die wynstreke van die Wes- en Noord-Kaap. Omvattende navorsing is al in genoemde provinsies gedoen waar alkoholmisbruik ʼn lang aanloop het en verbind word met die dopstelsel. Die Wes-Kaap en Noord-Kaap is alombekend as provinsies met die hoogste voorkomsyfer van Fetale Alkohol Spektrumsindroom FASD in die wêreld, veral onder ʼn gemarginaliseerde groep mense wat as die kleurlinge’ bekend staan. Alhoewel omvattende navorsing oor die karaktereienskappe, manifestasies en voorkoms van Fetale Alkohol Spektrumsindroom in Suid-Afrika reeds gedoen is, kon geen navorsing gevind word wat die kennis van opvoeders en hul en houdings jeens leerders met Fetale Alkohol Spektrumsindroom probeer vasstel nie. As die hoë voorkoms van Fetale Alkohol Spektrumsindroom in ag geneem word, asook die moontlikheid dat baie leerders in ons skole leer- en gedragsprobleme manifesteer, kan daar waarskynlik slagoffers van Fetale Alkohol Spektrumsindroom wees en wie se gestremdhede dus ‘onsigbaar’ is. My navorsing fokus daarom hoofsaaklik op skole in die lae sosio-ekonomiese areas van die Kaapse Vlakte, waar armoede en werkloosheid hoogty vier en waar daar ʼn hoë voorkoms van onwettige drankwinkels (‘sjebiens’) is. My primêre doel met hierdie navorsing was om die kennis van onderwysers oor Fetale Alkohol Spektrumsindroom te bepaal en om die houding van opvoeders jeens leerders wat met kenmerke van hierdie sindroom vas te stel. Ek wou ook vasstel tot welke mate opvoeders bevoeg om is leerders met Fetale Alkohol Spektrumsindroom te identifiseer en te ondersteun. Kwalitatiewe navorsingsmetodes en ʼn interpretatiewe konstruktivistiese paradigma is in die studie gebruik. Data is primêr ingesamel met behulp van onderhoude, fokusgroep-besprekings, observasies en ʼn navorsingsjoernaal. Nege deelnemers verbonde aan drie verskillende skole met lae sosio-ekonomiese vlakke (een opvoeder van elke opvoedingsfase), op die Kaapse Vlakte was by die studie betrokke. Temas wat blootgelê is deur die data is ontleed en by wyse van die konstante vergelykende metode opgeneem. Hulle word saam met die navorsingsbevindings bespreek. Die navorsing toon belangrike aspekte van opvoeders se kennis van Fetale Alkohol Spektrumsindroom. Dit bevraagteken ook of hoofstroom-opvoeders in staat is om leerders met Fetale Alkohol Spektrumsindroom te ondersteun. Voortspruitend uit die bevindings word aanbevelings gemaak vir verdere ondersoeke op hierdie gebied.

Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2007. / The effect of poverty, opportunity-deprived and unstructured home environments, HIV/Aids, violence and crime put more and more children and youth at risk of becoming increasingly involved in high-risk behaviour. The Western Cape Education Department (WCED) recognises the fact that the school is an ideal setting to reclaim youth, by redirecting them away from self-defeating and destructive ventures, through enhancing resilience and developing self-esteem. However, strong community links and intersectoral collaboration will be essential to support schools in their efforts to become reclaiming environments. Supportive strategies and various alternative modes of intervention should be explored in order to assist schools. Adventure-based education programmes, and in the case of this study, wilderness rites of passage programmes, are examples of alternative types of intervention that could be considered to support school communities. The aim of this qualitative study was to explore the perceptions of youth about their wilderness rites of passage experience and the value they perceive the experience had for their lives. The researcher operated in an interpretive/constructivist paradigm. A qualitative research methodology was employed, which included purposive sampling to select participants, the use of individual interviews, documents, records, observations and reflections to collect data, and content analysis to analyse data. Research findings arrived at indicated that participation in a wilderness rites of passage programme contributed to the personal growth and development of the participants and thereby, through strengthening their protective factors, enhanced resilience. Wilderness rites of passage programmes can therefore be a major contributing factor towards school support for young people. Findings also highlighted that young people in the South African context are in need of caring school communities and adult mentorship. Young people are in need of support, discipline, guidance, as well as experiences of trust, love and care. School environments should change from being places of disappointment and become places of safety and growth. Such a culture of care possibly could curb the anger, resentment and distrust of youth and support learners who are experiencing or manifesting emotional or behavioural difficulties in schools. Keywords: perception, adventure-based learning, wilderness rites of passage, experiential learning, Circle of Courage, adolescence, emotional and behavioural difficulties

Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2009. / This thesis focused on three adults with Autistic Spectrum Disorder (ASD) who are living in a group home in Cape Town. The purpose of this exploratory study was to explore and describe the three occupants' perceived quality of life and their experiences of living in the group home. The group home was established in 2005 as a pioneering project by Autism Western Cape, a regional non-profit organisation (NGO). It is designed for adults with high-functioning ASD who require low care. In this interpretative study, a multiple case study method of enquiry was used. The Personal Wellbeing Index – Intellectual Disability (PWI-ID), as developed by Cummins and Lau (2005), was used as the primary subjective outcome measure of quality of life. In addition, the study made use of participant observations undertaken during two semi-structured interviews with each participant and two focus group interviews. All three participants felt that they had enjoyed a higher level of quality of life, especially in the domain of 'personal relationships', since their arrival at the group home. However, they expressed a desire for more independence; a higher income; female companionship and better security at the home. These suggestions have been made available to the relevant sponsors of the housing project.