Thesis (MEdPsych)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The primary aim of the study was to investigate the relationship between identity development and personality type preference during the adolescent developmental phase. The Extended Objective Measure of Ego Identity status (EOM-EIS-2) and the Myers-Briggs Type Indicator (MBTI) were used as research instruments. School, gender and language were considered as the demographic variables. Personality type preferences and the demographic variables indicated six significant interactions. The Thinking-Feeling (T-J) scale was related significantly to the gender variable. Sensing-Intuition (S-N), Thinking-Feeling (T-J) and Judging-Perception (J-P) were related significantly to language. Sensing-Intuition (S-N) and Judging-Perception (J-P) have indicated significant interactions with the school variable. Identity status and the demographic variables also indicated significant interactions. Gender was related significantly to the interpersonal moratorium status. The school and language variables interacted with the identity diffusion, foreclosure and moratorium statuses in the ideological and in the interpersonal domains.. Significant interactions were indicated among identity status and two of the dimensions of personality type preference, that is Sensing-Intuition (S-N) and Judgement-Perception (JP). Significant preferences for Intuition (N) in relation to the ideological, as well as the interpersonal foraetosure statuses were indicated. Intuition (N) was also related to the. interpersonal diffusion and moratorium statuses. Preferences for Perception (P) were also related significantly to ideological and interpersonal foreclosure, as well as to interpersonal diffusion and moratorium statuses. Neither Thinking-Feeling (T-J) nor Extroversion- Introversion (E-I) dimensions demonstrated any significant interaction with the identity statuses. Educational implications and recommendations are suggested in terms of the indicated personality types and preferences among adolescents, identity formation, as well as the demographic variables related to personality type preferences and identity formation. Recommendations are also suggested with regard to the relationship between identity status and personality type preferences. The researcher would like to emphasise individual differences and diversity (in terms of identity development and personality type preferences) which link up with an inclusive educational approach. / AFRIKAANSE OPSOMMING: Die hoofdoel van die studie was om die verband tussen identiteitsontwikkeling en persoonlikheidstipevoorkeure tydens die adolessente ontwikkelingsfase te ondersoek. Die volgende twee vraelyste is gebruik: Die Extended Objective Measure of Ego Identity Status (EOM-EIS-2) en die Myers-Briggs Type Indicator (MBTI). Skool, geslag en taal is oorweeg as demografiese veranderlikes. Persoonlikheidstipevoorkeure het ses beduidende interaksies met die demografiese veranderlikes getoon. Die Denke-Gevoel-skaal het beduidend met geslag verband gehou. Die Sintuiglik-Intuïtiewe (S-N), Denke-Gevoel (T-J) en Beoordeling-Waarneming (J-P) skale is beduidend met taal geassosieer. Die Sintuiglik-Intuïtiewe (S-N) en Beoordeling- Waarneming (J-P) skale het beduidend met skool verband gehou. Identiteitstatus en die demografiese veranderlikes het ook beduidende verbande aangetoon. Geslag het 'n beduidende verband met interpersoonlike moratorium getoon. Skool en taal het elk ses beduidende interaksies met die identiteitsdiffusie-, premature sluiting- en moratoriumstatusse in die ideologiese en interpersoonlike domeine aangedui. Beduidende interaksies is gevind tussen identiteitstatus en twee dimensies van persoonlikheidstipevoorkeure, naamlik die Sintuiglik-Intuïtiewe (S-N) en Beoordeling- Waarneming (J-P) skale. Beduidende voorkeure ten opsigte van die Intuïtiewe (N) funksie in die ideologiese en interpersoonlike premature sluitingstatusse, sowel as in die interpersoonlike diffusie- en moratoriumstatusse is gevind. Beduidende voorkeure ten opsigte van die Waarnemende funksie is ook in die statusse van ideologiese en interpersoonlike premature sluiting, sowel as in interpersoonlike diffusie en moratorium aangedui. Sowel die Ekstroversie-Introversie (E-I) as die Denke-Gevoel (T-J) dimensies het geen beduidende interaksies met identiteitstatusse aangedui nie. Opvoedkundige implikasies en aanbevelings word aangespreek in terme van die aangeduide persoonlikheidstipes en -voorkeure, identiteitsontwikkeling, en die demografiese veranderlikes wat persoonlikheidstipevoorkeure en identiteitsontwikkeling affekteer. Aanbevelings met betrekking tot die aangeduide verband tussen identiteitstatus en persoonlikheidstipevoorkeure word ook gedoen. Die navorsing wil indiwiduele verskille en diversiteit (ten opsigte van identiteitsontwikkeling en persoonlikheidstipevoorkeure) beklemtoon, wat aansluit by 'n inklusiewe opvoedingsbenadering.

Thesis (MEdPsych) -- Stellenbosch University, 2002. / ENGLISH ABSTRACT: This study was undertaken with the view to explore the ecosystemic variables that may impact on learners' acquisition and generalisation of the study and thinking skills that they have been introduced to. In addition, my own journey of growth as a reflective practitioner has been recorded. A literature review was undertaken in order to obtain a perspective of research conducted in this field. I fulfilled the dual role of researcher and reflective practitioner which enabled me to use both the 'objective knowledge' gained from the literature review and my 'personal knowledge' which resulted from teaching experience. I selected the ecosystemic framework as the preferred educational psychological framework with which to approach this study. The nature of this research study is post-modernist, phenomenological and emancipatory. I have taken a qualitative stance in an attempt to explore, firstly, the learners' impressions of the usefulness of the programme and secondly, the variables that may be impacting on the learners' ability to acquire and generalise new strategies. The information has been gathered from my observations and questionnaires. The research report describes my observations of the ecosystemic variables that affected the implementation of a study and thinking skills programme, and the learners' impressions of the programme. In addition, I reflected on my journey through this research process. Suggestions were made as to how a study and thinking skills programme could best be implemented in a school; and as to the usefulness of emancipatory action research in South Africa. / AFRIKAANSE OPSOMMING: Hierdie navorsingsprojek is onderneem met die oog daarop om die ekosistemiese veranderlikes te ondersoek wat 'n invloed het op die opname en veralgemening van studie-en denkvaardighede waaraan leerders blootgestel is. Tesame hiermee is my persoonlike groeiervaringe as reflektiewe praktisyn ook aangeteken. 'n Literatuuroorsig is onderneem ten einde 'n perspektief te verkry van navorsing wat reeds in hierdie gebied onderneem is. In hierdie proses het ek die gesamentlike rol van navorser en reflektiewe praktisyn aangeneem. Dit het my in staat gestelom die 'objektiewe kennis' verkry uit die literatuuroorsig met die 'persoonlike kennis' opgedoen tydens my onderwyservaringe, te kombineer. Ek het die ekosistemiese raamwerk as 'n geskikte opvoedkundige sielkundige vertekpunt vir hierdie studie gekies. Die aard van hierdie navorsingsprojek IS postmodernisties, fenomenologies en emansipatories. Ten einde die leerders se indrukke van die program en die verandelikes wat hulle vermoë om die nuwe vaardighede op te neem en te veralgemeen te bepaal, is 'n kwalitatiewe benadering gevolg. Hierdie inligting is ingesamel deur middel van my eie observasies sowel as vraelyste. Hierdie navorsingsverslag beskryf my observasies van die ekosistemiese veranderlikes wat die implementering van 'n studie- en denkvaardigheidsprogram, sowel as die leerders indrukke daarvan, geaffekteer het. In toevoeging hiernee, het ek ook oor my persoonlike ervaringe gedurende die navorsingsprojek gereflekteer. Voorstelle is gemaak oor die mees geskikte wyse waarop so 'n program in 'n skool geïmplementeer kan word, asook ten opsigte van die bruikbaarheid van die emansipatoriese aksienavorsings-benadering in Suid Afrika.

Thesis (MEd(Psych))--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: The literacy development of learners with special educational needs has traditionally been approached from a behaviouristic framework, which led to the reductionistic teaching of language, focussing on smaller units and sub-skills in order to facilitate a simplification of the learning process. During the 80's changes in the area of literacy development occurred, placing the focus on the whole language approach. This approach (embedded in a constructivistic framework) emphasises the holistic and integrated nature of the language and literacy system, which seems to hold advantages for learners with special educational needs. This also includes learners with Down Syndrome since literature shows that a phonetic approach (which is reductionistic in nature) does not seem to benefit these learners in terms of literacy development and support. The purpose of this study therefore was to ascertain the usefulness of the whole language approach in the development of literacy skills of a , learner with Down Syndrome. This was accomplished by means of a literature review and learner support twice a week. The research methology took the form of a single case study consisting of a learner with Down Syndrome within an inclusive classroom. The qualitative nature of the research, which were descriptive and explanatory, made it possible to provide a rich holistic description of the findings. Data derived from various sources were analyzed according to the constant comparative method in order to identify the main and sub-categories. The findings of the study showed real development in the literacy skills of the learner with Down Syndrome. Noticeable, was the fact that the learner's reading skills developed faster in relation to the other skills. This is supported by the literature review. A fifth dimension, namely personal development was identified which promoted development on the cognitive as well as affective area. Although the scope of the study was limited, it seemed that the whole language a / AFRIKAANSE OPSOMMING: Geletterdheidsontwikkeling van leerders met spesiale onderwysbehoeftes is tradisioneel vanuit 'n behavioristiese raamwerk benader, wat daartoe aanleiding gegee het dat taal gereduseer is tot kleiner eenhede en subvaardighede ten einde die leerproses te vergemaklik. Gedurende die tagtigerjare het veranderinge op die gebied van geletterdheidsontwikkeling plaasgevind, wat die fokus op die geheeltaalbenadering geplaas het. Hierdie benadering (gesetel in die konstruktivistiese verwysingsraamwerk) lê klem op die holistiese en geïntegreerde aard van die taal- en geletterdheidsisteem, wat blyk om voordeel vir leerders met spesiale onderwysbehoefte in te hou. Dit sluit ook die leerder met Downsindroom in, aangesien literatuur daarop wys dat die fonetiese benadering (reduksionisties van aard) nie blyk om tot voordeel van hierdie leerders se geletterdheidsontwikkeling en -ondersteuning te strek nie. Die doel van die studie was gevolglik om die bruikbaarheid van die geheeltaalbenadering in die ondersteuning van 'n leerder met Downsindroom se geletterdheidsvaardighede te ondersoek. Dit is by wyse van In literatuuroorsig en leerondersteuningsessies op 'n tweeweeklikse basis gedoen. Die navorsingsmetodiek het die vorm van 'n enkel gevallestudie aangeneem, bestaande uit 'n leerder met Downsindroom in 'n inklusiewe klaskamer. Die kwalitatiewe aard van die navorsing, wat beskrywend, verkennend en verklarend is, het dit moontlik gemaak om 'n ryk holistiese beskrywing van die bevindinge te gee. Data afkomstig van verskeie bronne is volgens die konstante vergelykende metode geanaliseer ten einde die hoofkategorieë en subkategorieë te identifiseer. Die bevindinge van die studie het gedui op 'n beduidende ontwikkeling van die die leerder met Downsindroom se geletterdheidsvaardighede. Opmerklik was die feit dat die leerder se leesvaardighede, in vergelyking met die ander geletterdheidsvaardighede, vinniger ontwikkel het. Dit word deur die literatuuroorsig ondersteun. 'n Vyfde dimensie, naamlik persoonsontwikkeling, is geïdentifiseer wat ontwikkeling op kognitiewe sowel as affektiewe gebied bevorder het. Alhoewel die omvang van die studie beperk was, blyk dit dat die geheeltaalbenadering tot voordeel van die leerder met Downsindroom se geletterdheidsontwikkeling strek.

Bibliography / Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2010. / AFRIKAANSE OPSOMMING: Hierdie studie was onderneem om insig te bekom oor hoёrskool leerders met 'n liggaamlike gestremdheid se ervaringe. Kwalitatiewe navorsing is gedoen ten einde begrip en insig te ontwikkel omtrent die kernaspekte ter bevordering van effektiewe insluiting van adolessente met 'n liggaamlike gestremdheid tot die hoofstroomskool. Die narratiewe ondersoek as ontwerp was gepas juis omdat so 'n ontwerp kreatiewe ruimte laat vir die deelnemers om die betekenis wat hulle aan hul lewenservarings heg, te verwoord. Die deelnemers is die geleentheid gebied om in hul eie woorde en op hul eie manier hul storie te vertel van hoe hulle met 'n gestremdheid hoёrskool ervaar. Die primêre metodes van ondersoek was semi-gestruktureerde onderhoude, een fokusgroeponderhoud en die skep van kollages. Die deelnemers is huidiglik in die adolessensie fase wat hulle op dieselfde emosionele en fisieke ontwikkelingsvlak as hul portuur plaas. Die verskil word gemanifesteer in hoe die adolessente met liggaamlike gestremdhede hulself sien en hoe die reaksies van hulle portuurgroep oor hulle gestremdhede hulle selfbeeld beïnvloed. Beter insig in die realiteit van hul ervarings, hulle gevoelens en uitdagings kan beter ondersteuning aan dié adolessente moontlik maak. Die proses van data-analise het vyf temas opgelewer, naamlik: skoolkeuse, sosiale lewe, ondersteuning, reaksies op gestremdhede en uitdagings. Die kernaspekte hieraan verbonde berus hoofsaaklik op die houdings en sieninge van die hele skoolgemeenskap, die aanspreek van die uitdagings, die benutting van spesifieke onderwys- en onderrigstrategieё ter bevordering van insluiting en die erkenning van die waarde wat die insluiting van adolessente met liggaamlike gestremdhede tot hoofstroom-onderwys toevoeg. Die bevindinge dui daarop dat, alhoewel die reaksies op hul gestremdheid meesal negatief is, word die adolessente deur die positiwiteit van 'n minderheid aangemoedig om uitdagings te oorbrug. Negatiewe ervarings sluit in strukturele uitdagings, gevoelens van hartseer, eensaamheid, uitsluiting, verwerping, frustrasie, onvergenoegheid, angstigheid en geїrriteerdheid. Positiewe ervarings sluit in vaardighede, bekwaamheid, talente, interafhanklikheid, volhoubare ondersteuning en vriendskappe sowel as geleenthede vir interaksie met hulle portuurgroep, veral die van die teenoorgestelde geslag. Die studie het ook leemtes uitgewys in terme van die onvermoё van die onderwysowerheid om hulle insluiting in die hoofstroom te fasiliteer by wyse van infrastruktuur sowel as bewusmakingsveldtogte en die daarstelling van programme om adolessente met 'n liggaamlike gestremdheid te ondersteun. / ENGLISH ABSTRACT: This study was undertaken to acquire insight into the experiences of high school learners with a physical disability. Qualitative research methods were used to develop understanding and insight with regard to core aspects which promotes effective inclusion of adolescents with a physical disability into mainstream. The narrative approach as research design was appropriate especially as this research design allows the participants greater creativity to express in words the meaning of their lived experiences. The participants were offered the opportunity to tell their stories in their own words and in their own way of how they experience high school with a disability. The primary methods of research were semi-structured interviews, one focus group interview and the creation of collages. The participants are currently in the phase of adolescence which places them on the same level of emotional and physical development as their peers. The difference manifests itself in the way that adolescents with a physical disability see themselves and how the reactions of their peers towards their disabilities influence their self-image. Enhanced insight into the reality of the experiences, feelings and challenges of adolescents with disabilities can lead to improved support. The process of data analysis has yielded five themes, namely: school selection, social life, support, reactions towards disabilities and challenges. Important aspects related to these themes are based mainly on the attitudes and views of the whole school community; the way in which challenges are addressed; the utilization of specific education and teaching strategies to improve inclusion and the acknowledgement of the value of inclusion that adolescents with physical disabilities add to mainstream education. The findings indicated that, although the reactions towards their disability are mostly negative, these adolescents are being driven to overcome their challenges through the positivity of a minority. Negative experiences include: structural challenges, feelings of sadness, loneliness, exclusion, rejection, frustration, not being good enough, anxiety and irritability. Positive experiences include: skills, competencies, talents, interdependency, sustainable support and friendships, as well as opportunities for interaction with their peers especially those of the opposite sex. The study also indicated shortcomings in terms of the inability of the education authority to facilitate their inclusion into mainstream with regard to infrastructure, as well as awareness campaigns and the introduction of programmes to support adolescents with a physical disability.

Thesis (MEd)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: This qualitative study has placed a focus upon the experiences of inclusive education of parents of learners without disabilities. As the advent of inclusive education in South Africa has been accompanied by substantial political, social and legislative changes, an ecosystemic theoretical framework has informed the process of this study in order to acknowledge and better understand the influence of various contexts on individuals in their constructions of reality. Recent South African policy documents have endorsed inclusive education as the conceptual framework within which previously disparate systems of educational provision can be united and learners of all abilities optimally accommodated. These documents have not only drawn attention to the need to recognise the rights and potential and actual contributions of parents to the process of education, but have also called for reporting on inclusive educational practice within various institutional contexts. It is against this backdrop that this study has attempted through an interpretative and constructive research philosophy and design to access and interpret the perceptions and experiences of the parents who voluntarily participated in the research process. Permission was obtained from the Western Cape Education Department to conduct focus group discussions at a school which has included learners with Down Syndrome. Two focus group discussions were conducted with groups of parents of children without disabilities in venues provided within the school buildings. Participating parents were asked to reflect on their experiences of inclusive education initially as part of a written response to the research question and later through interactive discussion within the focus group. Follow up telephonic interviews provided member checks on the initial data analysis and enabled further reflections on the research question. Data analysis was achieved through the constant comparative method of data interpretation. This process yielded patterns within the data which ultimately led to the formation of various categories which were grouped systemically to enable a holistic interpretation of the research results. The analysis of results revealed responses to various issues and a generally favourable attitude to inclusive education, particularly the degree to which the parents' children had been advantaged by an exposure to difference and the extent to which more realistic representations of disability had been constructed by the parents. Responses ranged from views concerning the implementation of government policy, difficulty with constructions of disability, concerns regarding the ability of the school system and particularly teachers to monitor and manage this change in educational policy, to more personal issues which involved the perceived benefits of socialization with learners with disabilities. The implications of the study suggest that interactive discussion is a vehicle through which democracy can be actively practised, change can be positively mediated, solutions to educational challenges collaboratively constructed and partnerships between parents and schools more firmly established. / AFRIKAANSE OPSOMMING: Hierdie kwalitatiewe studie van inklusiewe onderwys plaas die klem op die ervaring van ouers van leerders sonder gestremdhede. Aangesien die instelling van inklusiewe onderwys in Suid-Afrika gepaard gegaan het met aansienlike politieke, sosiale en wetgewende veranderinge, het en ekosistemiese teoretiese raamwerk die verloop van hierdie studie aangehelp, om sodoende die invloed van verskeie kontekste op individue in hulle formulering van die werklikheid te erken en beter te verstaan. Onlangse Suid-Afrikaanse beleidsdokumente het inklusiewe onderwys goedgekeur as die konseptuele raamwerk waarbinne voorheen uiteenlopende onderwysvoorsieningstelsels verenig kan word, waardeur leerders van aile vermoens optimaal geakkommodeer kan word. Hierdie dokumente het nie aileen die aandag gevestig op die behoefte aan erkenning van die regte en potensiele en wesenlike bydraes van ouers tot die onderwysproses nie, maar het ook versoek dat verslag gedoen word oor inklusiewe onderwyspraktyk binne verskeie institusionele kontekste. Dit is teen hierdie agtergrond dat die studie gepoog het om deur en interpreterende en konstruktiewe navorsingsfilosofie en -ontwerp, die persepsies en ervarings van die ouers wat vrywillig deelgeneem het aan die navorsingsproses, te bekom en te interpreteer. Met die vergunning van die Wes-Kaapse Onderwysdepartement is fokusgroepbesprekings gehou by en skool wat leerders met Down sindroom ingesluit het. Twee fokusgroepbesprekings met groepe ouers van kinders sonder gestremdhede, is op die skoolperseel gehou. Deelnemende ouers is gevra om te besin oor hulle ervaring van inklusiewe onderwys, aanvanklik as deel van enskriftelike antwoord op die navorsingsvraag en later deur interaktiewe besprekings binne die fokusgroep. Telefoniese opvolgonderhoude met groeplede het die aanvanklike data-ontleding voorsien en het gelei tot verdere besinning oor die navorsingsvraag. Data-ontleding is gedoen deur die konstante vergelykende metode van datainterpretasie. Hierdie proses het patrone binne die data opgelewer, wat uiteindelik gelei het tot die samestelling van verskeie kategoriee wat sistemies gegroepeer IS om 'n holistiese interpretasie van die navorsingsresultate moontlik te maak. Die ontleding van resultate het reaksies op verskeie kwessies opgelewer en in die algemeen 'n gunstige houding teenoor inklusiewe onderwys geopenbaar, veral die graad waartoe die ouers se kinders bevoordeel is deur blootstelling aan andersheid en die mate waartoe meer realistiese erkenning van gestremdheid deur die ouers geformuleer is. Antwoorde het gewissel van menings oor die implementering van regeringsbeleid, probleme met formulering van gestremdheid , kommer oor die verrnoe van die skoolstelsel en veral leer- kragte, om hierdie verandering in onderwysbeleid te monitor en te bestuur, tot meer persoonlike kwessies wat menings ingesluit het oor die voordele van sosialisering met leerders met gestremdhede. Die implikasies van die studie suggereer dat interaktiewe bespreking 'n middel is waardeur demokrasie aktief beoefen kan word, verandering positief bemiddel kan word, oplossings vir onderwysuitdagings samewerkend geformuleer kan word en vennootskappe tussen ouers en skole meer stewig gevestig kan word.

Thesis (MEdPsych)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: This study highlights focal issues of literacy and lifelong learning within the context of the formal schooling system. Problems and issues pertaining to policy and practice are examined within the broad framework of a selected set of perspectives on literacy. The nature of the problem of literacy worldwide, and in South Africa in particular, provides sufficient scope to investigate literacy in terms of research, theory and practice. The synergy between curriculum change and social transformation in South Africa which lies embedded within Outcomes-based Education (OBE), creates possibilities for developing functionally literate citizens who are able to negotiate their lives successfully and independently. The qualitative and interpretative nature of this literature study entails a process of researching and comparing the different levels of literacy within a framework of multiple perspectives. These different perspectives on literacy also highlight contrasting conceptualisations, and consequent definitions of literacy emphasise the importance of both context and content. What being literate means, thus, lies embedded within these conceptualisations. Finding new ways of seeing and doing literacy, in order to improve literacy policies and practices, is at the heart of this research endeavour. The "golden thread" running through the different perspectives signifies the functional role of literacy and suggests a stronger emphasis on viewing literacy as a functional and social practice underlying lifelong learning in the broadest possible sense. Teachers have a cardinal role to play in building capacity in and adding value to the South African citizenry and in supporting learners to develop the necessary functional and critical literacy skills to express themselves adequately on a written and and spoken level. The objective of this study is to offer a broader conceptualisation of literacy which embraces it as a lifelong endeavour, honed through use and purpose. The significant differences between the traditional and the more modern approaches to literacy development underscore the emphasis on its functionality and potential for human resource development. All these issues have implications for literacy policy and practice. Acquiring literacy skills entails taking into consideration that: different levels and standards of literacy skills are possible, subject matter differs and different purposes for literacy exist. Only when people are equipped with the personal knowledge, skills, attitudes and values that enable them to live as productive and self-sufficient citizens, able to make informed decisions and responsible choices, can sustainable, social transformation become a reality. / AFRIKAANSE OPSOMMING: Hierdie studie beklemtoon hoofsaaklik geletterdheid en lewenslange leer binne die konteks van die formele skoolsisteem. Probleme en geskilpunte aangaande beleid en die praktyk word binne die breë raamwerk van 'n geselekteerde stel perspektiewe oor geletterdheid ondersoek. Die aard en omvang van die probleem van geletterdheid, wêreldwyd en in die besonder Suid-Afrika, bied voldoende geleenthede om geletterdheidsbeleid, -teorie en -praktyke te bestudeer. Die sinergie tussen kurrikulumvernuwing en sosiale tranformasie in Suid-Afrika, wat ten grondslag van Uitkomsgebaseerde Onderwys (UGO) lê, skep moontlikhede vir die ontwikkeling van funksioneel geletterde burgers wat in staat is om hul lewens suksesvol en onafhanklik te bestuur. Die kwalitatiewe en verklarende aard van die literatuurstudie behels 'n vergelykende navorsingsproses wat geletterdheid op verskillende vlakke ondersoek, binne 'n raamwerk van veelvoudige perspektiewe. Hierdie verskillende perspektiewe oor geletterdheid huldig verskillende opvattings, met die gevolg dat definisies van geletterdheid uiteenlopend van aard is terwyl raakpunte ten opsigte van die belangrikheid van konteks en inhoud sterk na vore gekom het. Wat dit beteken om geletterd te wees is gegrond op hierdie sienswyse. Die ontdekking van nuwe benaderings tot geletterdheid wat mik na die verbetering van geletterdheidsbeleid en -praktyke vorm die kern van hierdie navorsingsproses. Die "goue draad" wat deur die onderskeie perspektiewe loop, dui op die funksionele rol van geletterdheid en beklemtoon geletterdheid as In funksionele en sosiale praktyk, wat lewenslange leer ten grondslag lê. Onderwysers het In belangrike rol om te speel in die opbou van kapasiteit en toevoeging van waarde tot die burgerskap binne die Suid- Afrikaanse konteks, verder ook in die ondersteuning van leerders om die nodige funksionele en kritiese geletterdheidsvaardighede te ontwikkel om te verseker dat hulle hulself toereikend op 'n gesproke en geskrewe vlak kan uitdruk. Die doel van hierdie studie is om 'n meer uitgebreide beskouing ten opsigte van geletterdheid as 'n lewenslange strewe wat deur gebruik en funksie vasgelê word (op beide gesproke en geskrewe vlakke), daar te stel. Die beduidende verskille tussen die tradisionele en die meer moderne benaderings tot geletterdheidsontwikkeling beklemtoon funksionaliteit en die potensiaal wat dit inhou vir die ontwikkeling van menslike hulpbronontwikkeling. AI hierdie aangeleenthede het implikasies vir geletterdheidsbeleid en -praktyk. Die aanleer van geletterdheidsvaardighede noodsaak dat die volgende aspekte in aanmerking geneem word: dat verskillende geletterheidsvaardigheidvlakke en standaarde moontlik is, dat vakinhoude kan verskil en dat verskeie uitkomstes vir geletterdheid bestaan. Slegs wanneer mense met die nodige persoonlike kennis, vaardighede, houdings en waardes toegerus word - wat hulle in staat sal stelom ingeligte besluite en verantwoordelike keuse te maak, kan volgehoue sosiale transformasie 'n realiteit word.

Thesis (MEdPsych)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Despite the fact that a large proportion of learners in schools today is seen as displaying behavioural problems / difficulties, the area of teachers understanding the learners' needs to behave in a certain way is underresearched. A review of traditional psychological literature also suggests that the area of teachers' understanding of their learners' behaviour in the classroom is a marginalised subject. It is generally postulated that teachers have a profound influence on learners and how they behave. A teacher's understanding of a learner's behaviour, or the lack thereof, could be accompanied by a host of psychological and social consequences. The focus of this study will be to determine whether teachers understand the need/function of their learners' behaviour in the classroom. A qualitative study will be conducted. The instrument to be employed in the study is a self-constructed questionnaire and focus group interviews to clarify certain responses to the questionnaire. These will be administered to teachers at two mainstream primary schools in Bonteheuwel. Content and thematic analysis will be used to analyse the data. The primary aim of the study is to determine teachers' understanding of their learners' difficult/inappropriate/unacceptable behaviour in the classroom. The understanding of learners' behaviour in the classroom will inform teachers of the intervention strategies and behaviour management programmes to be used. / AFRIKAANSE OPSOMMING: Ondanks die feit dat 'n aansienlike aantal leerders in skole gedragsprobleme ervaar, bly die begrip van onderwysers aangaande leerders se onderliggende motivering vir hul gedrag 'n braak navorsingsarea. 'n Oorsig van sielkundige literatuur insinieër dat onderwysers se verstaan van hul leerders se gedrag in die klaskamer erg gemarginaliseerd is. Dit word algemeen gepostuleer dat onderwysers 'n fenomenale invloed op leerders en hulle gedrag het. 'n Onderwyser se begrip (verstaan) aangaande 'n leerder se gedrag of gebrek daaraan, gaan heel waarskynlik gepaard met verskeie sielkundige asook sosiale gevolge. Hierdie studie sal voorts probeer om vas te stelof onderwysers die behoefte/funksie van hul leerders se gedrag in die klaskamer verstaan. 'n Kwalitatiewe studie salonderneem word. 'n Self gekonstrueerde vraelys, asook fokus groep onderhoude, met die doelom sekere response op die vraelys uit te klaar, sal as instrument gebruik word. Die vraelys sowel as die fokus groep onderhoude sal aan onderwysers van twee hoofstroom primêre skole in Bonteheuwel geadminstreer word. Inhouds- en tematiese analise sal gebruik word om die data te analiseer. Die pnrnere doel van die studie sal wees om onderwysers se begrip rondom hulle leerders se moeilike/ontoepaslike/onaanvaarbare gedrag in die klaskamer vas te stel. Die verstaan (begrip) van leerders se gedrag in die klaskamer sal meer lig werp op intervensiestrategieë, asook gedragsbestuurprogramme wat deur onderwysers gebruik kan word.

Assignment (MEd(Psyc))--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: This literature review highlights, with particular reference to the South African context, the emotional needs of learners with special educational needs (SEN) and stresses the importance of therapeutic intervention for these learners if educators wish to promote optimal academic, social and personal development. Due to South Africa's current economic climate a cost effective and time efficient intervention programme that is accessible to a large number of learners is essential. Action and drama techniques are proposed as possible therapeutic tools, which could potentially be implemented by educators, as therapeutic agents, within the education system. Educators would take on the central facilitation roles within these groups. The roles of director and co-director in this context have consequently been given particular cognizance. This literature review concludes that the use of action and drama techniques offers the following benefits: ~ The techniques appear to be effective treatment options for all learners with special educational needs. including those with limited verbal communication skills ~ The techniques appear to be most effective in a group setting and as such, possess the potential to reach a large number of learners. ~ Literature indicates that the techniques are adaptable and may be implemented at various levels and in diverse contexts. For example, it appears that the techniques may be implemented at a basic level in the classroom, or in more depth in a therapeutic group scenario. ~ The techniques may be implemented in a holistic manner, e.g. psychodrama model, in isolation, or be integrated with other approaches or theories. ~ Literature suggests that the techniques allow learners to gain more insight into their functioning, to work through unresolved emotions and to develop new and more functional behaviours. ~ The techniques appear to be time efficient in that literature indicates that they are conducive to brief therapy. ~ Training educators as directors and co-directors offers a potentially cost effective and accessible intervention option for South Africa. / AFRIKAANSE OPSOMMING: Hierdie literatuur bespreek sekere hoogte punte, met spesifieke verwysing na die Suid-Afrikaanse konteks, die emosionele behoeftes van leerders met spesiale onderwys behoeftes (SEN). Dit plaas klem op die belangrikheid van terapeutiese intervensie vir hierdie leerders indien opvoeders ten doel het om optimale akademiese, sosiale en persoonlike ontwikkeling te bevorder. Weens Suid-Afrika se huidige ekonomiese klimaat is 'n koste-effektiewe en tyds-doeltreffende effektiewe intervensie program wat toeganklik is vir 'n groot getal leerders, absoluut noodsaaklik. Aksie- en dramategnieke word voorgestel as moonlike terapeutiese middels, wat potensieel deur opvoeders geimplementeer kan word as terapeutiese middels, binne die onderwys stelsel. Opvoeders sou dan die sentrale fasaliterings rolle binne hierdie groepe inneem. Die rolle van 'n regisseur en mede regisseur in hierdie konteks het gevolglike spesifieke aandag gekry. Hierdie literatuuroorsig kom tot die gevolgtrekking dat die gebruik van aksie- en dramategnieke die volgende voordele bied: ~ Die tegnieke blyk om effektiewe behandelingsopsies te wees vir leerders met beperkte verbale kommunikasie vermoëns );> Die tegnieke blyk mees effektief te wees in 'n groepsverband en as sulks, beskik dit oor die potentiaal om 'n groot getalleerders te bereik. );> Die tegnieke is aanpasbaar en kan geïmplimenteer word op verskeie vlakke en in diverse kontekste. 'n Voorbeeld hiervan blyk te wees dat die tegnieke geimplimenteer kan word op 'n basiese vlak in die klaskamer, of meer in diepte in 'n terapeutiese groep scenario. );> Die tegnieke kan geïmplimenteer word op 'n holistiese wyse, byvoorbeeld 'n psigodramamodel, in isolasie, of kan geïntigreer word met ander benaderings of teorieë );> Die tegnieke laat leerders toe om meer insig te verkry in hul funksionering, om deur onopgeloste emosies te werk en nuwe en meer funksionele gedrag te ontwikkel );> Die tegnieke blyk meer tyds-effektief te wees deurdat die literatuur aandui dat dit kortstondige terapie aanhelp );> Die opleiding van opvoeders as direkteure en mede-direkteure bied 'n potensieel-koste effektiewe en toeganklike intervensie-opsie aan Suid-Afrika

Thesis (MEdPsych)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: An outcomes-based education (OBE) approach was introduced into South African schools in 1998 in order to align education with the democratic values of the new government. The transition to OBE has not been an easy process for many stakeholders. Teachers, in particular, have had to review their own philosophies and practices of teaching and learning. This paradigm shift required by OBE was, however, underestimated in teacher training. The recent addition of an inclusive education approach may arguably be seen as a natural, anticipated extension of the transformation of South African education. This is stated because the principles and practices of inclusion are endorsed and actualised by OBE and the Constitution of South Africa. Based on this inference, this research study explores how assessment, an integral part of the teaching and learning process, can contribute towards the promotion of inclusive education. The research was conducted at two rural mainstream primary schools near Stellenbosch in the Western Cape. The research methodology was based on the principles and beliefs of the qualitative paradigm as this study explored the teachers' constructed realities and experiences of assessment in OBE and inclusive education. A case study research method was employed in order to produce 'thick' descriptions and contextualised interpretations of their constructions. Following Creswell's (1994) dominant-less dominant design model, the data in the study was produced via both qualitative and quantitative research methods. A selfadministered questionnaire consisting of closed-ended and open-ended questions was given to all of the teachers at both schools to enable an initial inquiry into the area of research interest. The responses to the closed-ended statements produced the quantitative data in the research study and the responses to the open-ended questions formed part of the qualitative data. Following an analysis of the data produced, two volunteer teachers at each school were then interviewed to gain further insight and clarification. The qualitative and quantitative data produced in each case study were first analysed separately (within case analysis) and then compared and combined in a cross-case 'study analysis. This approach enabled a thorough understanding of the research question and the production of quality research. The findings of the research indicate that, although the teachers in the case studies do not see a connection between assessment and inclusion, their assessment practices and principles do contribute towards the promotion of inclusive education. The research found that assessment in OBE has encouraged these teachers to view their learners as individuals with different abilities and needs. Consequently, some of the teachers have adjusted and modified their assessment methods to accommodate these factors. It was also found that not all of the teachers seem to have made a paradigm shift required by OBE. This lack of internalised understanding might contribute towards the confusion, insecurity and skepticism reported by some teachers with regards to assessment and inclusive education. Due to the importance of a paradigm shift in OBE and inclusive education, it is strongly recommended that teachers receive the necessary assistance and training that engenders this transition. / AFRIKAANSE OPSOMMING: 'n Uitkomsgebaseerde onderwys (UGO) benadering is in 1998 in Suid-Afrikaanse skole bekendgestel ten einde onderwys in lyn te bring met die demokratiese waardes van die nuwe regering. Die oorgang na UGO was vir menige rolspelers nie 'n maklike proses nie. Veral onderwysers moes hulle filosofie en praktyke rondom onderrig en leer hersien. Hierdie paradigmaskuif, wat 'n vereiste vir UGO is, word in onderwyseropleidingsprograrnme onderskat. Die onlangse toevoeging van 'n inklusiewe onderwys benadering mag moontlik gesien word as 'n natuurlike, geantisipeerde verlenging van die verandering in Suid- Afrikaanse onderwys. Dit word genoem omdat die beginsels en praktyke van inklusiewe onderwys deur UGO en die konstitusie van Suid-Afrika onderskryf en geaktualiseer word. Op grond van hierdie aanname, ondersoek hierdie navorsingsprojek hoe assessering as 'n integrale deel van die onderring en die leerproses kan bydra tot die bevordering van inklusiewe onderwys. Die navorsing is by twee landelike, hoofstroom primêre skole naby Stellenbosch in die Wes- Kaap geloods. Die navorsingsmetodologie is gebaseer op die beginsels en praktyke van kwalitatiewe navorsing, aangesien die studie onderwysers se vertolking van die werklikheid en ervarings van assessering in UGO en inklusiewe onderwys ondersoek. 'n Gevallestudie as navorsingsmetode is gebruik om gedetailleerde, presiese beskrywings en gekontekstualiseerde interpretasies van die betrokke onderwysers se belewenisse te lewer. Deur Creswell (1994) se 'dominant-less dominant design model' as riglyn te gebruik is data van hierdie studie op beide 'n kwalitatiewe en kwantitatiewe navorsingsmetode geproduseer. 'n Vraelys wat geslote- en oop-einde vrae bevat het en self deur alle onderwysers van beide skole voltooi is, is gebruik om die aanvanklike narvorsingsbelange te identifiseer. Kwalitatiewe narvorsingsdata is verkry deur die response wat gelewer is op oop-einde vrae en kwantitatiewe data is geproduseer deur middle van die geslote-einde vrae. Na 'n analise van die data is onderhoude met twee vrywillige onderwysers van beide skole gevoer om meer inligting en duidelikheid te verkry. Die kwalitatiewe en kwantitatiewe data wat geproduseer is, is eers afsonderlik geïnterpreteer en daarna in 'n kruis-gevallestudie analise vergelyk en gekombineer. Hierdie benadering het tot deeglik, deurdagte insigte rakende die navorsingsvraag en die daarstel van kwaliteit navorsing, gelei. Die narvorsingsbevindinge het getoon dat, alhoewel die onderwysers wat betrokke was by die gevallestudies nie 'n verband kon sien tussen assessering en inklusiewe onderwys nie, het hulle assesseringspraktyke en -beginsels wel 'n bydrae gelewer tot die bevordering van inklusiewe onderwys. Die navorsing het bevind dat assessering in UGO die onderwysers aangemoedig het om hulle leerders as individue met unieke vermoëns en behoeftes te sien. Gevolglik het sommige onderwysers aanpassings en veranderings In hulle assesseringsmetodes gemaak om hierdie faktore te akkommodeer. Daar is ook bevind dat nie al die onderwysers die paradigmaskuif wat UGO vereis, gemaak het nie. 'n Onvermoë om die beginsels van UGO te internaliseer mag moontlik bydra tot die verwarring, onsekerheid en skeptisisme oor assessering en inklusiewe onderwys wat deur sommige van die onderwysers gerapporteer is. Weens die belangrikheid van 'n paradigmaskuif in UGO en inklusiewe onderwys, word daar ten sterkste aanbeveel dat onderwysers die nodige ondersteuning en opleiding ontvang om hierdie oorgang te bewerkstellig.

Thesis (MEdPsych)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: The increase in violence in our society has a huge impact on learning in some schools. Learners become more and more disruptive and educators experience schools as an unsafe environment. This causes an impediment to learning and teaching. Even educators who have a wealth of experience find it difficult to control and discipline learners in a constructive and positive way. Because of their lack of knowledge and skills, many educators shift their responsibility to teach social skills to the parent whom they believe should actually be responsible for the discipline of their children. The realization that academic achievement and discipline goes hand in hand has compelled educationists and psychologists to address disciplinary problems. Educators are also aware that parents and the education department expect all learners to receive quality education. A definite need has, therefore, arisen to support educators to deal with the youth at risk, disruptive learners, those who are at risk of dropping out, and those who are being expelled or suspended. The purpose of this research is, therefore, to develop guidelines and strategies for educators to deal with disruptive behaviour in the classroom. Many strategies have been developed In the past to address disruptive behaviour. Despite implementing these strategies, disruptive behaviour is on the increase. The research revealed that the failure of these strategies can be attributed to their punitiveness and the emphasis that was placed on control and compliance. These strategies also have failed, because it did not teach the learners insight in their selfdefeating behaviour and how it impacts on themselves and others. The Life Space Crisis Intervention (LSCI) strategy was developed to support educators to teach these learners self-control' skills by teaching them to gain insight in their destructive behaviour. According to the LSCI model the behaviour of learners can be grouped according to the six central issues: • Displacement of Conflict • Lack of Social Skills • Peer Manipulation and Vulnerability to Peer Influence • Anti-social Behaviour without Guilt • Irrational Beliefs • Impulsivity with Guilt. The LSCI Model was structured in such a way to give educators a clear guideline how to support disruptive learners and youth at risk. Although educators were given a clear cognitive map to apply the LSCI strategy, research revealed that they were not very successful in teaching learners the necessary skills to apply self-control and to become resilient. To apply the LSCI model successfully, it is crucial for educators to acquire the appropriate skills to teach learners to gain insight in their self-defeating behaviour and to apply self-control. The assumption can be made that educators do not only need guidelines, but they also need the necessary skills to teach learners to apply self-control. They also need to know what specific strategies are needed to support a learner that exhibit a specific central issue. The researcher attempted to develop strategies and guidelines for educators to deal with the following central issues: • Peer Manipulation and Vulnerability to Influence • Impulsivity with guilt and • Anti-social behaviour without Guilt This research attempted to draw upon the vanous literature, and where necessary developed strategies to support educators by looking at what skills educators need to support disruptive learners and what strategies can be implemented to teach these learners insight in their self-defeating behaviour. / AFRIKAANSE OPSOMMING: Die toename in geweld in ons samelwing het 'n groot impak op leer in ons skole. Leerders raak al hoe meer ontwrigtend en opvoeders ervaar skole as onveilig. Selfs opvoeders wat jare ervaring het vind dit moeilik om leerders op 'n konstruktiewe en positiewe manier te beheer en te dissiplineer. Omdat hulle die kennis en vaardighede ontbreek, skuif baie opvoeders hul verantwoordelikheid om leerders sosiale vaardighede te onderrig na die ouers. Hulle glo dat ouers verantwoordelik is vir die dissiplinering van hul kinders en nie die skool nie. Omdat opvoeders en sielkundiges besef dat akademiese prestasie en dissipline hand aan hand gaan, het dit hulle genoop om dissiplinêre probleme wat ervaar word aan te spreek. Opvoeders is ook bewus van die feit dat ouers en die onderwys departement verwag dat alle leerders kwaliteit opvoeding en onderwys moet ontvang. 'n Behoefte het dus ontstaan om opvoeders te ondersteun in die hantering van risiko leerders, gedragsmoeilike leerders, diegene wat moontlik mag uitval op skool en diegene wat uitgeset of geskors word. Die doel van hierdie navorsing is dus om riglyne en strategieë vir opvoeders te ontwikkelom ontwrigtende gedrag in die klaskamer te hanteer. In die verlede is verskeie strategieë ontwikkelom ontwrigtende gedrag aan te spreek. Alhoewel hierdie strategieë geïmplementeer word, neem ontwrigtende gedrag in die klaskamer toe. Navorsing het bewys dat die mislukking van hierdie strategieë toegeskryf kan word aan die feit dat dit te ingestel was op straf, beheer en onderworpenheid. Die feit dat hierdie strategieë gefaal het, kan ook toegeskryf word aan die feit dat dit leerders nie insig in hul destruktiewe gedrag en watter invloed dit op hulself en ander het, geleer het nie. Die "Life Space Crisis Intervention" (LSCI) strategie was ontwikkelom opvoeders te help om leerders seltbeheersingsvaardighede aan te leer deur vir hulle insig te gee in hul destruktiewe gedrag. Volgens die LSCI model kan leerders se gedrag in ses sentrale gedragspatrone gegroepeer word: • Verplasing van konflik • Gebrek aan sosiale vaardighede • Portuur manupilasie en weerloosheid aan portuur invloede • Anti-sosiale gedrag sonder skuldgevoelens • Irrasionele denke • Impulsiwiteit met skuldgevoelens Die LSCI model is op so 'n manier gestruktureer dat dit opvoeders duidelike riglyne bied hoe om gedragsmoeilike en hoe risiko leerders te ondersteun. Alhoewelopvoeders 'n duidelike kognitiewe raamwerk gegee IS om die LSCI strategie toe te pas, het navorsing getoon dat hulle me baie suksesvol was om leerders seltbeheersingsvaardighede aan te leer om hul meer weerbaar te maak nie. Dit is noodsaaklik dat opvoeders toepaslike vaardighede bekom om hierdie leerders insig in hul destruktiewe gedrag te leer, sodat hulle die nodige seltbeheersing kan toepas. Daar kan van die veronderstelling uit gegaan word dat opvoeders nie net die nodige riglyne benodig nie, maar dat hulle ook die nodige vaardighede benodig om leerders te leer hoe om seltbeheersing toe te pas. Dit is ook belangrik dat hulle moet weet watter spesifieke strategieë nodig is om ondersteuning te bied aan 'n leerder wat 'n spesifieke gedragspatroon openbaar. In hierdie navorsing sal daar gepoog word om strategieë en riglyne vir opvoeders te ontwikkelom die onderstaande sentrale aspekte te hanteer: • Portuur manupilasie en weerloosheid aan portuur invloede • Anti-sosiale gedrag sonder skuldgevoelens • Impulsiwiteit met skuldgevoelens Die navorsing poog om deur literatuurverkenning na bestaande strategieë te kyk, en waar nodig, strategieë te ontwikkel wat opvoeders sal help om leerders wat ontwrigtend is, te ondersteun. Daar salook gekyk word na watter vaardighede opvoeders nodig het en watter strategieë kan geïmplementeer word om hierdie leerders insig in hul destruktiewe gedrag te gee.