Since 1994, the South African education system has undergone a number of paradigm shifts culminating in the implementation of the policy of Inclusive Education as highlighted in Education White Paper 6: Building an Inclusive Education and Training System. The purpose of this research was to explore how foundation phase learners who experience severe intellectual barriers to learning are provided with high levels of support at special schools in the Pietermaritzburg district. A case study design was embarked upon as this allowed for an in-depth exploration of the above research question. Three special schools in the Pietermaritzburg district that cater for learners who experience severe intellectual barriers to learning were chosen for this investigation. Quantitative and qualitative research methods, consisting of questionnaires, interviews and observation were utilised. The findings reveal that educators at these schools do provide high levels of support to foundation phase learners who experience severe intellectual barriers to learning. / Inclusive Education / M. Ed. (Inclusive Education)

Resting against a background of local and international movements in respect of human rights, South African educators have had to implement a new curriculum, accept diversity and address inclusive education with little or no training, insight and knowledge. Challenges at all levels in education, impact on the successful education of children and the future of young adults who must as equal members of society enter a fast changing global economy. Challenges for educators in South Africa are unique. The lack of knowledge and training for educators and an inadequate infrastructure of the country present as some of the challenges for educators. This qualitative study deals with the subjective experiences of educators in primary schools. The research indicates that when these challenges are addressed educators will be both, better supported and disposed, towards the implementation of inclusive education idealised as the panacea for social transformation in South Africa. / Educational Studies / M. Ed.

Since 1994, the South African education system has undergone a number of paradigm shifts culminating in the implementation of the policy of Inclusive Education as highlighted in Education White Paper 6: Building an Inclusive Education and Training System. The purpose of this research was to explore how foundation phase learners who experience severe intellectual barriers to learning are provided with high levels of support at special schools in the Pietermaritzburg district. A case study design was embarked upon as this allowed for an in-depth exploration of the above research question. Three special schools in the Pietermaritzburg district that cater for learners who experience severe intellectual barriers to learning were chosen for this investigation. Quantitative and qualitative research methods, consisting of questionnaires, interviews and observation were utilised. The findings reveal that educators at these schools do provide high levels of support to foundation phase learners who experience severe intellectual barriers to learning. / Inclusive Education / M. Ed. (Inclusive Education)

The primary aim of the study is to investigate the effectiveness of professional teacher development for a group of teachers at full-service schools (FSSs), who are the implementers of inclusive education according to Education White Paper 6, the inclusive education policy in South Africa. The researcher used ontological and epistemological assumptions, as well as specific social research methodologies. This created a scientific grounding for the findings of the study. The methodology included a qualitative research approach and research design. Focus group interviews and observation were used for data collection. In this study purposive sampling was used. The participants in this study were chosen because of their teaching experience at full-service schools; sampling was therefore done with a purpose. Phenomenology is used in the study to decide what happens in the lived experiences of the focus group interviewees, who were teachers at full-service schools. This helped the researcher to better understand the needs and problems of the participants. During qualitative data analysis the information was organised, arranged and prepared systematically and classified into themes and categories and then coding followed. The analysis showed that in the absence of an appropriate model for professional teacher development for FSSs, the teachers at the schools were not in a position to implement inclusive education adequately. The researcher proposes a framework that is based on the ecological systems theory of Bronfenbrenner, taking the intervention collaborative framework designed by the researcher based on findings and recommendations into consideration. The collaboration among stakeholders in the different levels would encourage teamwork in the development of the FSS teacher. The full-service school teacher is influenced by various elements, the learner with diverse needs in the classroom, members of the management team, the school-based support team and colleagues at school. Members of the district-based support team, the school governing body, as well as members from the wider school community all have an influence on a teacher’s development as a professional person. / Inclusive Education / D. Ed. (Inclusive Education)