The goal of this research was to explore how students with blindness (SwBs) use information and communication technology (ICT) for learning at the University of South Africa (UNISA). To do this the critical paradigm was used as a way of viewing the educational world. Underpinned by Transactional Distance Theory, Cultural Historical Activity Theory, Universal Design for Learning and Critical Theory, the study was qualitative and used narrative inquiry. The selection of the participants was made through purposive and snowball sampling and data collected through life stories, in-depth and telephonic interviews. The findings culminated in two major findings: 1) the use of ICT for learning; and 2) inclusive digital approaches. The first has emerging themes, for instance, (a) challenges with mathematical, scientific and accounting signs; (b) inability to access graphic learning material; (c) incompatibility of software; (d) lack of timely access to electronic learning materials; (e) high cost of ICT tools; (f) personal computers and laptops; (g) myUnisa and myLife; (h) voice recorders, Brailler, screen readers and videoconferencing; (i) electronic mail (e-mail); and (j) mobile telephones. The themes for the second major finding include: (a) authentic use of student-centred approaches; (b) inconsistency between policy and practice; (c) testing and re-testing of assessment tools; and (d) regular seeking of students‘ views and experiences. The proposed ‗Inclusive Critical use of Technology‘ (ICuT) framework was developed to and can be used as an effective guide if it is foregrounded by applicable distance learning theories and appropriate technologies. The study recommends the use of inclusive and critical approaches when integrating ICT into teaching and learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

This study focused on the use of Assistive Technology (AT) in enhancing the educational support of all learners in a mainstream school. The theoretical frameworks used in this study were Wellness Theory and Cultural Historical Activity Theory (CHAT). The main aim of this study was to determine the efficacy of Assistive Technology in promoting the educational support of all learners in a mainstream school. This use of AT thus benefiting inclusion and inclusive practices and enhancing learning and support for all students in a mainstream school. The study was embedded in an interpretivist paradigm and used a qualitative research approach. Sampling was purposive and participants were selected based on the researcher’s pre-defined purpose for the study. Ethical approval was sought from the University of South Africa and prior to conducting research consent forms were signed by all participants. Data were collected using questionnaires with open-ended questions, face to face interviews and document analysis. Data analysis was done through thematic coding (noting recurring patterns of information) and the development of major themes based on qualitative data collected. Findings revealed the need for more technology in the research site (such as iPads and laptops), as well as the need for staff training in order to effectively use the technology. Furthermore, having more educational assistants to support students with more complex needs was also highlighted. Findings from face-to-face interviews indicated themes articulating with the above mentioned. This included the need for time to plan for the use of Assistive Technology in the classroom, along with time to familiarize oneself with the various forms of technology available. Training to effectively implement and support the technology was highlighted, as was time to engage with other colleagues and develop a collegial enquiry for the effective use of Assistive Technology to support all learners in the mainstream class. Findings from documents reviewed showed significant focus on the need for diagnosis to be able to select intervention strategies for the classroom and instruction. When staff were aware of a child’s medical, cognitive or mental health diagnosis, appropriate supports could be explored. The school support documents reviewed indicated a clear requirement for updated testing and setting of goals for students, to be supported by the strategies. Recommendations made for the effective use of AT included the promotion of professional development in staff and the establishment of professional learning communities which value the sharing and exchange of information regarding knowledge and skills. Furthermore, a framework is proposed which may be used by schools using assistive technology in supporting learners in mainstream schools so that learning may be enhanced. A further longitudinal study was recommended for the future to determine the impact of the use of AT to support inclusion when relevant staff training is available, applicable and ongoing. / Inclusive Education / D. Ed. (Inclusive Education)

No description available.

The purpose of the study was to develop a wellness model for teachers in addressing learning barriers for learners with hearing impairment. The study is underpinned by three theories, namely, the Linguistic Interdependence Theory, the Universal Design for Learning and the Wellness Theory to generate understanding of how learners with hearing impairment learn. Ethical standards were adhered to in terms of gaining permission for access, issues of informed consent, voluntary participation, and confidentiality. The study is premised on the pragmatism philosophy that favours a mixed method approach, using both qualitative and quantitative methods of data collection and analysis and interpretation of data. The mixed method is a multi-method, ensuring multiple angles in data collection, interpretation and analysis. Data collection and analysis were concurrent because data were collected and analysed as soon as the data were available. The study used a purposive sampling approach to select samples of educators who responded to the questionnaires and those who participated in the interviews. Three provinces and 11 schools were purposively selected because of their history of providing quality education to learners with hearing impairment. The researcher knew all the schools. One hundred deaf educators (86 female and 14 male) participated in answering a semi-structured, self-completion questionnaire. All respondents were school-based teachers of the deaf, teaching Grade R to seven. Eleven primary school educators were interviewed, consisting of eight women and three men. Concurrent data analysis was used to compare quantitative and qualitative data, which revealed that learners faced several wellness challenges. Most of the learners faced literacy challenges in reading, communication with the hearing and limited academic, social and career dimensions. Some positive strides were showing in the physical and spiritual wellness through health promotion and moral education. The study proposed an integrated wellness model integrating the three lenses. The following four themes emerged from the study. The first theme is that academic challenges are major barriers faced by learners with hearing impairments. The second theme noted that deaf learners faced communication challenges. The third theme indicated curriculum, adaptation, and multidisciplinary teams as factor where hearing-impaired needed support to address barriers to learning. The last theme called for more programmes to be introduced to address academic, career, and spiritual wellness. A wellness model was proposed to assist educators to address the academic, social, career, emotional, physical, and spiritual wellness of the hearing-impaired learners / Inclusive Education / D. Ed. (Inclusive Education)

The goal of this research was to explore how students with blindness (SwBs) use information and communication technology (ICT) for learning at the University of South Africa (UNISA). To do this the critical paradigm was used as a way of viewing the educational world. Underpinned by Transactional Distance Theory, Cultural Historical Activity Theory, Universal Design for Learning and Critical Theory, the study was qualitative and used narrative inquiry. The selection of the participants was made through purposive and snowball sampling and data collected through life stories, in-depth and telephonic interviews. The findings culminated in two major findings: 1) the use of ICT for learning; and 2) inclusive digital approaches. The first has emerging themes, for instance, (a) challenges with mathematical, scientific and accounting signs; (b) inability to access graphic learning material; (c) incompatibility of software; (d) lack of timely access to electronic learning materials; (e) high cost of ICT tools; (f) personal computers and laptops; (g) myUnisa and myLife; (h) voice recorders, Brailler, screen readers and videoconferencing; (i) electronic mail (e-mail); and (j) mobile telephones. The themes for the second major finding include: (a) authentic use of student-centred approaches; (b) inconsistency between policy and practice; (c) testing and re-testing of assessment tools; and (d) regular seeking of students‘ views and experiences. The proposed ‗Inclusive Critical use of Technology‘ (ICuT) framework was developed to and can be used as an effective guide if it is foregrounded by applicable distance learning theories and appropriate technologies. The study recommends the use of inclusive and critical approaches when integrating ICT into teaching and learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

This study focused on the use of Assistive Technology (AT) in enhancing the educational support of all learners in a mainstream school. The theoretical frameworks used in this study were Wellness Theory and Cultural Historical Activity Theory (CHAT). The main aim of this study was to determine the efficacy of Assistive Technology in promoting the educational support of all learners in a mainstream school. This use of AT thus benefiting inclusion and inclusive practices and enhancing learning and support for all students in a mainstream school. The study was embedded in an interpretivist paradigm and used a qualitative research approach. Sampling was purposive and participants were selected based on the researcher’s pre-defined purpose for the study. Ethical approval was sought from the University of South Africa and prior to conducting research consent forms were signed by all participants. Data were collected using questionnaires with open-ended questions, face to face interviews and document analysis. Data analysis was done through thematic coding (noting recurring patterns of information) and the development of major themes based on qualitative data collected. Findings revealed the need for more technology in the research site (such as iPads and laptops), as well as the need for staff training in order to effectively use the technology. Furthermore, having more educational assistants to support students with more complex needs was also highlighted. Findings from face-to-face interviews indicated themes articulating with the above mentioned. This included the need for time to plan for the use of Assistive Technology in the classroom, along with time to familiarize oneself with the various forms of technology available. Training to effectively implement and support the technology was highlighted, as was time to engage with other colleagues and develop a collegial enquiry for the effective use of Assistive Technology to support all learners in the mainstream class. Findings from documents reviewed showed significant focus on the need for diagnosis to be able to select intervention strategies for the classroom and instruction. When staff were aware of a child’s medical, cognitive or mental health diagnosis, appropriate supports could be explored. The school support documents reviewed indicated a clear requirement for updated testing and setting of goals for students, to be supported by the strategies. Recommendations made for the effective use of AT included the promotion of professional development in staff and the establishment of professional learning communities which value the sharing and exchange of information regarding knowledge and skills. Furthermore, a framework is proposed which may be used by schools using assistive technology in supporting learners in mainstream schools so that learning may be enhanced. A further longitudinal study was recommended for the future to determine the impact of the use of AT to support inclusion when relevant staff training is available, applicable and ongoing. / Inclusive Education / D. Ed. (Inclusive Education)

No description available.

Au cours des dernières décennies, le Québec a connu une augmentation significative du nombre d’élèves ayant des défis particuliers dans les classes ordinaires du primaire. Cette diversification des profils d’apprentissage a complexifié l’enseignement, qui vise la réussite de tous les élèves indépendamment de leurs besoins spécifiques. Les pratiques pédagogiques et les ressources matérielles jouent un rôle crucial pour favoriser l’accès, la participation et la progression pour tous les élèves. Toutefois, les enseignants ne semblent pas suffisamment préparés, tant dans leur formation initiale que continue, pour mettre en place des pratiques dites accessibles dans la classe. Cette étude vise à mieux comprendre comment la formation courte s’appuyant sur le processus de planification universelle (PPU) peut soutenir les enseignants du primaire afin de planifier et mettre en œuvre la conception universelle de l’apprentissage (CUA) et les aides technologiques (AT) dans la classe. Plus spécifiquement, cette étude vise à concevoir un dispositif de formation à proposer aux enseignants, à documenter la réalisation des étapes du PPU par les enseignants et à décrire les apports et les limites du dispositif de formation quant au soutien apporté par ce dernier aux enseignants du primaire au Québec. À partir de la littérature recensée, un dispositif de formation a été élaboré et proposé à cinq enseignants du primaire. Les enseignants ont suivi une formation en ligne d’environ une heure de façon individuelle avant de participer à une rencontre de travail collectif. Les résultats de cette recherche, s’appuyant sur une méthodologie qualitative, montrent que le dispositif de formation courte offre un soutien prometteur aux enseignants. Celui-ci a contribué à changer les perceptions des enseignants en ce qui concerne les difficultés à apprendre orientant le regard vers l’identification des obstacles plutôt que des déficiences. De plus, le PPU a été utile pour soutenir la planification et la mise en œuvre de la CUA et des AT par les enseignants. Enfin, la collaboration, l’accompagnement et la conception des ressources de formation selon les principes de la CUA ont joué un rôle pour soutenir la compréhension et le développement d’habiletés au cours de cette formation. / Over the last few decades, Quebec has seen a significant increase in the number of students with special challenges in regular primary school classes. This diversification of learning profiles has complicated teaching, which aims at the success of all students regardless of their specific needs. Educational practices and material resources play a crucial role in promoting access, participation and progress for all students. However, teachers do not appear to be sufficiently prepared, both in their initial and continuing training, to implement so-called accessible practices in the classroom. This study aims to better understand how short training based on the Planning for all learners (PAL) can support primary school teachers in planning and implementing the Universal design of learning (UDL) and assistive technology (AT) in the classroom. More specifically, this study aims to design a training to be proposed to teachers, to document the achievement of the PAL stages by teachers and to describe the contributions and limits of the training system in terms of the support provided by the latter to primary school teachers in Quebec. Based on the literature collected, a training scheme was developed and proposed to five primary school teachers. Teachers took about an hour of online training individually before participating in a collective work meeting. The results of this research, based on a qualitative methodology, show that the short-term training system offers promising support to teachers. This has helped change teachers’ perceptions of learning difficulties by looking to identify obstacles rather than disabilities. Most of all, the PPU has been useful in supporting the planning and implementation of UDL and ATs by teachers. Finally, the collaboration, support and design of training resources in accordance with the UDL principles played a role in supporting understanding and skills development during this training.