A dissertation submitted to the Faculty of Arts in partial fulfilment of the requirements for the Master of Recreation and Tourism degree in the Department of Recreation and Tourism at the University of Zululand, 2009. / The differentially-abled tourism market is a niche market that could make a significant contribution to the region’s economy. This market is, however, a largely untapped activity in the study area. An Integrated National Disability Strategy White Paper was published in November 1997 by the South African government as a guideline to cater for those who have physical and related challenges. However, the contents of the strategy are not obvious or known to recreation service providers within the study area. The rights of people with disabilities are protected by the South African Constitution. People with disabilities should be able to access the same fundamental rights and responsibilities as any other South African. People with disabilities are equal citizens and should therefore enjoy equal rights and responsibilities. In line with this, tourism opportunities and equal participation in tourism activities should be the norm but this is not evident in the study area. This study therefore is based on the following objectives. The objectives have been formulated as component parts within the larger research goal. (a) To establish the respondents’ understanding of the meaning and importance of tourism for the differentially-able [physically challenged] in the study area. (b) To investigate the adequacy and provision of recreation facilities and services for the differentially-able [physically challenged] tourists in the study area. (c) To determine the extent to which the differentially-able [physically challenged] tourists visit and participate in recreation activities in the study area. establish the approximate number of differentially able tourist visiting the eThekwini Municipal Area. (d) To ascertain the strategies or management practices, which are used by the Ethekwini Municipal authorities to offer services to the differentially-able [physically challenged] tourists in the study area. (e) To investigate the extent to which recreation service providers are implementing the policy of Integrated National Disability Strategy, relating to recreation service provision for the differentially-able [physically challenged] persons in the study area. Through the postulation of some related hypotheses, the data was analysed using the Statistical Package for the Social Sciences (SPSS). The findings of the research study established that many of the recreation service providers do not cater for this niche market. The activities offered by recreation service providers are geared towards able bodied tourists. Furthermore, many of the service providers are not aware of the contents of the Integrated Disability Strategy White Paper. Some are not even aware of the existence of such a White Paper. Tourism KwaZulu-Natal has conducted some research on the differentially-able market but has been slow to bring on board the relevant service providers. It is the contention of this study that the tourism authorities need to spearhead and be the driving force behind the campaign for empowering the differentially-able tourism related market. It would be in the region’s best interest to target this market, as it would secure sizeable revenue that would create positive spin-offs for the region as a whole. The study closes by proposing some recommendations towards ameliorating the plight of the physically challenged recreators and tourists. Some of these findings are: (a) National and regional tourism organization need to establish guidelines for tourism service providers with regard to tourism for the differentially-abled. (b) Develop tourist areas that cater for the needs of the differentially-abled in terms of transportation, accommodation, access to tourism sites and services. (c) Enlist the assistance of various organisations that cater for varying forms of disability to research the needs and challenges of its members in terms of travel. (d) Develop accessible websites with relevant information for the tourist as well as the service providers. (e) Provide incentives for tourism operators and service providers to cater for tourists with disability. Award prizes to those service providers who cater for the differentially-abled market. (f) Use the Integrated National Disability Strategy White Paper: November 1997 to develop educational and training programmes for tourism service providers. Differentially-abled persons could assist with the development of relevant programmes and could act as advisors.

This study reflects on how the experiences of differently abled persons can inform career development. This will assist in the identification of support needed by differently abled persons and will assist in informing career development programs and policies. This study is aimed at preparing differently abled persons to make appropriate career choices, and also providing motivation to pursue further education and enhancing employability for social justice. Four participants were selected with the objective of investigating the types of support needed for effective career development of differently abled persons. A qualitative case study was used for the purpose of obtaining in-depth insight and understanding whilst data was collected through face-to-face semi-structured interviews and an inductive thematic analysis was used to analyse the data. Participants indicated that family, teachers and lecturers assisted them on their career development journey. The findings highlighted that educational institutions can be a valuable resource for the career development of differently abled persons and that participants’ personal attributes also played a role. Results from the study shed light on society in general as differently abled participants indicated that people and institutions are often not very accommodating and are unaware of the unique challenges they face. It is hoped that the findings of this study will assist in informing career development programs and policies. This will mean that differently abled persons are more prepared to make appropriate career choices. This will also provide them with motivation to pursue further education and especially enhance the employability of differently abled persons for social justice. / Dissertation (MEd)--University of Pretoria, 2019. / Educational Psychology / MEd / Unrestricted

The work deals with finding the position of the gallery / museum education in art education for children with special educational needs. The first part is devoted to the theoretical background of the topic, explains the basic terms (visual literacy, gallery / museum education). A substantial part is devoted to research in the field of the gallery / museum education in art education for children with special educational needs. The survey has a qualitative charakter and trying to describe possibilities and limits of children with disabilities in the gallery programs. At the same time provides essential findings on the form of art education in concrete school achieved through an analysis of the relevant curriculum documents and interviews with teachers. For the processing of the acquired data are used qualitative research methods. The work aims to identify a design of concrete the relevant curriculum document. Art of the work takes the form of educational materials.

The goal of my study is to develop a mobile application to enable all visitors, including blind and low-vision visitors, to autonomously gather and share information about interpretations of art and to have a fully independent museum-going experience. With an application, blind visitors have more access to opportunities and tools in the museum, which empowers their museum experience. My study used a qualitative, mixed-methods approach to research how blind and low vision museum visitors might increase their independence in the museum space and discover ways to equalize their access without relying on museum educators. In carrying out my study, I conducted interviews and collected data based on observations and transcribed and analyzed them using a grounded theory approach. I used Freire's theory of pedagogy of the oppressed and hooks' theory of education as the practice of freedom to frame my study.

There is limited anthropological research on inclusive play and universally designed playgrounds and this study aims to make some contribution in this field. This was a qualitative research study guided by anthropological theory and methods, conducted for For the Love of the Lake (FTLOTL) Foundation. FTLOTL is a non-profit organization located in Dallas, Texas, dedicated to White Rock Lake Park's maintenance. In 2014, FTLOTL became of the view that the park's current playgrounds lacked accessibility for differently-abled children. Therefore, FTLOTL decided to undertake a renovation project of Flag Pole Hill playground to incorporate inclusiveness and diversity in the playground design. The overarching objective of this exploratory, ethnographic needs assessment was to provide insights for an inclusive playground using universal design for families with special needs children. Fourteen parents, each with at least one child having physical, social, or intellectual disabilities in the Dallas/Fort Worth (DFW) Texas metroplex were interviewed. The interviews were semi structured, each lasting for about an hour and were digitally recorded. Later these audio recordings were transcribed verbatim and then coded using Dedoose. The coded data was synthesized into coherent themes and sub-themes and finally organized into formal research findings. Observations were made of existing universally designed as well as typical playgrounds in this region. All parents interviewed supported the playground initiative and gave suggestions for physical accessibility along with social inclusion. They expressed their frustrations and apprehensions about the usability of current playgrounds. They also shared their preferences for facilities, features, and equipment to support their children's physical and social needs as well as their own. There was a unanimous agreement that a universally designed playground would have recreational, therapeutic and emotional benefits for participants and would improve the quality of their family lives and build a more closely-knit community.

The aim of this study was to investigate how teachers in schools for youths with intellectual disabilities view their pupils’ abilities to access sex education. The study is based on individual interviews with five teachers in years 6 - 9. The theoretical framework has been set by Michel Foucault’s theories on normality and power and “the ignored curriculum” as described by Nathalie A. Gougeon. It is also supported by additional theories on normality and sexuality. The results of the study show that, these pupils have a harder time finding information about sex and relationships, because of the stigma surrounding people with intellectual disabilities in relation to sexuality, and because of the lack of information about sex outside the classroom for youths with intellectual disabilities. Youths with no intellectual disabilities learn about sex also outside of classrooms to a large extent, which is more difficult for youths with intellectual disabilities. The role of the teacher as provider of sex education is therefore crucial.

Differentiated instruction offers opportunities to improve student academic performance, specifically in students with learning disabilities. However, teachers' perceptions of which differentiated-instruction program works best to support differently abled students were unknown. The purpose of this qualitative case study was to explore teachers' perceptions on whether face-to-face instruction using response to intervention or computer-based learning using TenMarks works best in improving the academic performance of students who are differently abled in mathematics, specifically geometry. Constructivism, social disability theory, and Bandura's social learning theory formed the study's theoretical framework. Research questions guiding the study focused on teachers' perceptions of the advantages and challenges of traditional face-to-face instruction versus TenMarks when educating differently abled students. Data were collected through one-on-one interviews and member checking using a purposeful sample with six high school mathematic teachers. Thematic data analysis followed an open coding process to identify emergent themes. The findings showed that teachers perceived advantages and challenges with both instructional models. Further, teachers believed combining the two approaches would be most beneficial as the strengths and weaknesses of the two approaches are complementary, which correlates with disability's social and critical models. This study contributes to positive social change through school administrators and teachers in guiding school policies and practices related to differentiated-instruction approaches in classrooms that include differently abled students.

A group of eight mothers of differently abled children undertook a research journey, reflecting on the sorrow and pain, as well as the hope and humour of our lives. Narrative pastoral practices guided our conversations, and prophetic and political challenges our actions to bring about change in our lived reality. Reflective and summarising letters after each group meeting played a central part In the research. The letters were structured to make visible the "taken-for-granted truths", which informed us about who and what we are. The alternative stories of preferred mothering practices that emerged during and between sessions were centralised in the letters. The group compiled letters of appeal to the faith community, doctors, nursing staff, therapists and teachers in order to make them more sensitive towards differently abled people and their families. / Practical Theology / M.Th. (Practical Theology)

A group of eight mothers of differently abled children undertook a research journey, reflecting on the sorrow and pain, as well as the hope and humour of our lives. Narrative pastoral practices guided our conversations, and prophetic and political challenges our actions to bring about change in our lived reality. Reflective and summarising letters after each group meeting played a central part In the research. The letters were structured to make visible the "taken-for-granted truths", which informed us about who and what we are. The alternative stories of preferred mothering practices that emerged during and between sessions were centralised in the letters. The group compiled letters of appeal to the faith community, doctors, nursing staff, therapists and teachers in order to make them more sensitive towards differently abled people and their families. / Philosophy, Practical and Systematic Theology / M.Th. (Practical Theology)