Relatively recent federal education initiatives, such as No Child Left Behind (NCLB; 2001), have focused on school accountability for student achievement including achievement of traditionally at-risk populations, such as students in special education, students from low-income or high poverty areas, and students who speak English as a new second language. Additionally, these federal initiatives also mandate that all students take the same test measuring grade level standards despite research that has demonstrated that students from at-risk populations are sometimes at a disadvantage on high-stakes tests. Furthermore, initiatives such as NCLB are often at odds with other education initiatives such as IDEA, which states that students in special education should be tested at their respective level. Therefore, the current study proposed to examine the relationship between Cattell-Horn-Carroll cognitive abilities and performance on a state-wide high-stakes achievement test. There currently are no studies examining such a relationship. This study used Multivariate Regression Analysis, in order to investigate the relationship between CHC cognitive and achievement abilities and performance on a state-wide high-stakes achievement test, namely the ISTEP+, with 45 children who had been referred for a psychoeducational evaluation to determine special education eligibility and who had also taken the ISTEP+. No statistically significant result was found between the WJ-III-COG broad CHC abilities and performance on the English/Language Arts and Math performance of the ISTEP+. Furthermore, no statistically significant result was found between the WJ-III-ACH and Math performance on the ISTEP+. However, a statistically significant result was found between the WJ-III-ACH Passage Comprehension subtest and the English/Language Arts portion of the ISTEP+. The results indicated that students who had higher scores on the Passage Comprehension subtest also had higher scores on the English/Language Arts portion of the ISTEP+. The current study took a step forward in the area of the relationship between CHC and academic achievement, particularly state-mandated high-stakes testing given the dearth of research in this area. Given the data from the current study indicating a statistically significant relationship between Passage Comprehension and English/Language Arts from the ISTEP+, the current study has practical implications for school psychologists, especially when school psychologists are being asked to make predictions regarding a student’s academic achievement. Results of the current study might help elucidate reading problems and recommended interventions for those reading problems. / Department of Educational Psychology

Thesis (PhD)--University of Stellenbosch, 2002. / Page ii of digitised copy missing due to the condition of the original hard copy. / ENGLISH ABSTRACT: no abstract available / AFRIKAANSE OPSOMMING: Hierdie studie bestudeer die rol wat die opvoedkundige sielkundige kan speel in die ondersteuning van leerders met Downsindroom tydens die insluiting tot hoofstroomonderwys. Die studie vind plaas in 'n tydperk waar postmoderne denke en demokratisering van onderwys in Suid-Afrika te voorskyn kom. Hierdie tipe studie is relevant. aangesien huidige beleidsdokumente klem Ie op die demokratisering van onderwys en die transformasie na inklusiewe onderwys. Die Universiteit van Pretoria het in samewerking met die Universiteit van Stellenbosch 'n lootsprojek geinisieer waarin inklusiewe onderwys bestudeer is. Die projek het bestaan uit 'n gevallestudie van tien leerders met Downsindroom wat gedurende 1996 in verskillende hoofstroom kleuterskole geplaas is, waartydens hulle 'n leergereedheidsprogram gevolg het. Gedurende 1997 is die leerders in graad eenklasse in die hoofstroom geplaas. Die leerders se agtergrond was divers ten aansien van hul onderrig, maar die meeste van hulle was eers in spesiale skole. Die doel van die studie was om die leerders, ouers en onderwysers te ondersteun en verdere ondersteuning in a trans-disslplinere span te koordineer. Die waarneming en temas wat in hierdie studie na yore gekom het, beklemtoon dat diagnose, evaluasie en terapeutiese ondersteuning binne 'n ekosistemiese raamwerk belangrik is vir leerders met Downsindroom wat in die hoofstroom geplaas word. Die konsep van holistiese gesondheidsontwikkeling word beklemtoon in die transformasie van onderwys in Suid-Afrika. Opvoedkundige sielkundiges moet hulself dus ook strategies posisioneer. Gedurende die studie is die volgende rolle vir die opvoedkundige sielkundige ge"identifiseer: psigoterapeut, assessor/evalueerder, fasiliteerder, navorser/reflektiewe praktisyn, vakspesialis, konsultant, bestuurder en administratiewe rol en laastens die rol van ontwikkelingsfasiliteerder. Dit is ook belangrik dat die opvoedkundige sielkundige die rol as fasiliteerder van geestesgesondheid vertolk.

The study is premised on the assumptions that learners with special educational needs are not fully included in regular schools and that perceptions of teachers influence their behaviour toward and acceptance of learners with special educational needs in regular classes. In light of this, the aim of the current study was to examine the nature and extent to which learners with special educational needs are included in regular schools with the ultimate aim of assisting learners with special educational needs to be fully catered for by schools and teachers. The researcher opted for the mixed method approach which is embedded in the post positivist research paradigm. The mixed method approach makes use of quantitative and qualitative methods of data collection, presentation and analysis. Data were generated from a sample of 60 teachers and 4 principals from 4 regular primary schools mainly through questionnaires. Data were also generated from interviews, observation and documents. These data from interviews, observation and documents were used to buttress results from the questionnaires. The findings of this present study showed that many schools are now moving towards inclusivity. There is a relative prevalence of learners with disability in schools. The study also established that the inclusion of learners with special educational needs in regular schools was faced with a number of problems. There were inadequate professionally-trained teachers in schools. Shortage of classrooms, large class sizes, equipment and materials affected the quality of access to education for learners with special educational needs. Although there was significant support at school level, it emerged that there was inadequate quality in-service training programmes for teachers conducted by district officials. Overall, the findings of the study have confirmed the assumptions of the study. For learners with special educational needs to be fully included in regular schools, the study would recommend that the government improve the quality of teachers through in-service training programmes. Moreover, schools must be adequately resourced and government should commit itself to the alleviation of large class sizes. The study further revealed that, gaps still exist in the inclusion of learners with special educational needs between the intended and the actual practice. The study, therefore, recommends that research be conducted with the possibility of establishing strategies for the inclusion of learners with special educational needs in regular schools. This might improve the actual practice of including learners with special educational needs in regular schools. In turn, learners with special educational needs can be said to have equal access to education.

Summaries en Afrikaans and English / Text in Afrikaans / Een van die kenmerke van leergestremde kinders is dat hulle, benewens hul leertekorte, dikwels ook gedragsprobleme manifesteer wat nie net hul leer benadeel nie, maar ook hul uiteindelike volwassewording. Talle skoolse opvoeders wat met hierdie kinders gemoeid is, is nie in staat om hierdie kinders se gedragsprobleme na behore aan te spreek nie. Die doel van hierdie studie is om enkele onderrigstrategiee daar te stel aan die hand waarvan bepaalde gedragsprobleme van leergestremde laerskoolkinders in die hoofstroom van die onderwys aangespreek kan word. V oordat daar oorgegaan is tot die beplanning van hierdie onderrigstrategiee, is daar op die etiologie en manifestasies van leergestremdheid gefokus. Vervolgens is enkele bestaande hulpverleningspraktyke bespreek en aan die hand van ortopedagogiese beginsels geevalueer. Aangesien hierdie hulpverleningspraktyke as ortopedagogies verantwoordbaar beskou is, kon dit as basis dien vir onderrigstrategiee vir die bantering van die volgende gedragsprobleme: aandagtekorte, hiperaktiwiteit, impulsiwiteit, hipoaktiwiteit, katastrofiese gedragsuitinge en aggressie. / One of the characteristics associated with learning disabled pupils is that they not only experience learning difficulties, but often manifest behavioural problems that impede their learning and eventual adulthood. Many educators involved with learning disabled pupils are unable to address the behavioural problems of these children effectively. The purpose of this study is to compile instructional strategies that could be put into practice when dealing with the behavioural problems of learning disabled pupils who are in the mainstream of education. Before planning these strategies, the etiology and manifestations of learning disabilities were addressed. Thereafter, orthopedagogical criteria were applied to evalute certain schools of thought regarding orthopedagogical practices. Having ascertained that the practices in question are orthopedagogically sound, instructional strategies, based on these practices, were planned to address the following behavioural problems: attention deficits, hyperactivity, impulsivity, hypoactivity, catastrophic reactions and aggression. / Educational Studies / M.Ed. (Orthopedagogics)

Acompanha: Caderno de sequência didática voltado para o ensino de ciências naturais: uma proposta interdisciplinar, a partir do tema “locomoção” / Esta pesquisa teve como objetivo geral estruturar atividades pedagógicas de inclusão que possibilitem a professores dos Anos Iniciais do Ensino Fundamental e às discentes do Curso de Formação de Docentes da Educação Infantil e dos Anos Iniciais do Ensino Fundamental - CFD, uma melhor efetivação do trabalho pedagógico com alunos com necessidades educativas especiais. A opção metodológica foi pela pesquisa qualitativa, com procedimentos técnicos da pesquisa-ação. A revisão de literatura considerou estudos pertinentes ao tema, abordando sobre o contexto histórico da educação especial na perspectiva da educação inclusiva, aspectos legais da inclusão, o contexto pedagógico e a inclusão; o ensino de ciências naturais e o papel do professor na mediação entre o conhecimento científico e o aluno, o processo de tutoria, a construção de conhecimentos científicos interdisciplinares e a sequência didática. A pesquisa foi desenvolvida em uma turma de 5º ano dos Anos Iniciais do Ensino Fundamental de uma escola particular de ensino de Ponta Grossa, tendo, entre os alunos, uma com deficiência intelectual, com 13 anos de idade. Também participaram do estudo as alunas do CFD, a professora pesquisadora e professores da turma. A ação pedagógica desenvolvida com a turma foi sistematizada em um caderno de atividades pedagógicas com uma sequência didática voltada para o ensino de Ciências Naturais organizado de forma interdisciplinar. Considerando a presença de aluno com necessidades educativas especiais em uma turma regular, os resultados da pesquisa apontam para a necessidade da presença de um professor tutor para o atendimento educacional especializado em sala de aula mediando o processo de ensino e aprendizagem do aluno com necessidades educativas especiais para que a inclusão realmente se efetive. / This research aimed to structure educational activities that enable inclusion of teachers in the first years of elementary school and the students of the Training Course for Teachers of kindergarten and the first years of elementary school - CFD, a better realization of the pedagogical work with students with special educational needs. The methodology was qualitative research, with technical procedures of action research. The literature review considered studies relevant to the topic, focusing on the historical context of special education in the perspective of inclusive education, legal aspects of inclusion, the teaching context and inclusion, the teaching of natural sciences and the teacher's role in mediating between scientific knowledge and the student, the tutoring process, the construction of scientific and interdisciplinary instructional sequence. The research was conducted in a class of 5th year in the first years of elementary school in a private school in Ponta Grossa, and among students, one with intellectual disabilities, 13 years of age. Also participating in the study the students of the CFD, researcher and teacher class teachers. The educational method developed with the class was systematized in a notebook of educational activities with a focused instructional sequence for teaching Natural Sciences organized an interdisciplinary way. Considering the presence of students with special needs in a regular classroom, the survey results point to the need for the presence of a tutor for specialized education classroom mediating the process of teaching and learning of students with special educational needs for inclusion to really become effective.

Acompanha: Caderno de sequência didática voltado para o ensino de ciências naturais: uma proposta interdisciplinar, a partir do tema “locomoção” / Esta pesquisa teve como objetivo geral estruturar atividades pedagógicas de inclusão que possibilitem a professores dos Anos Iniciais do Ensino Fundamental e às discentes do Curso de Formação de Docentes da Educação Infantil e dos Anos Iniciais do Ensino Fundamental - CFD, uma melhor efetivação do trabalho pedagógico com alunos com necessidades educativas especiais. A opção metodológica foi pela pesquisa qualitativa, com procedimentos técnicos da pesquisa-ação. A revisão de literatura considerou estudos pertinentes ao tema, abordando sobre o contexto histórico da educação especial na perspectiva da educação inclusiva, aspectos legais da inclusão, o contexto pedagógico e a inclusão; o ensino de ciências naturais e o papel do professor na mediação entre o conhecimento científico e o aluno, o processo de tutoria, a construção de conhecimentos científicos interdisciplinares e a sequência didática. A pesquisa foi desenvolvida em uma turma de 5º ano dos Anos Iniciais do Ensino Fundamental de uma escola particular de ensino de Ponta Grossa, tendo, entre os alunos, uma com deficiência intelectual, com 13 anos de idade. Também participaram do estudo as alunas do CFD, a professora pesquisadora e professores da turma. A ação pedagógica desenvolvida com a turma foi sistematizada em um caderno de atividades pedagógicas com uma sequência didática voltada para o ensino de Ciências Naturais organizado de forma interdisciplinar. Considerando a presença de aluno com necessidades educativas especiais em uma turma regular, os resultados da pesquisa apontam para a necessidade da presença de um professor tutor para o atendimento educacional especializado em sala de aula mediando o processo de ensino e aprendizagem do aluno com necessidades educativas especiais para que a inclusão realmente se efetive. / This research aimed to structure educational activities that enable inclusion of teachers in the first years of elementary school and the students of the Training Course for Teachers of kindergarten and the first years of elementary school - CFD, a better realization of the pedagogical work with students with special educational needs. The methodology was qualitative research, with technical procedures of action research. The literature review considered studies relevant to the topic, focusing on the historical context of special education in the perspective of inclusive education, legal aspects of inclusion, the teaching context and inclusion, the teaching of natural sciences and the teacher's role in mediating between scientific knowledge and the student, the tutoring process, the construction of scientific and interdisciplinary instructional sequence. The research was conducted in a class of 5th year in the first years of elementary school in a private school in Ponta Grossa, and among students, one with intellectual disabilities, 13 years of age. Also participating in the study the students of the CFD, researcher and teacher class teachers. The educational method developed with the class was systematized in a notebook of educational activities with a focused instructional sequence for teaching Natural Sciences organized an interdisciplinary way. Considering the presence of students with special needs in a regular classroom, the survey results point to the need for the presence of a tutor for specialized education classroom mediating the process of teaching and learning of students with special educational needs for inclusion to really become effective.

M.Ed. (Educational Psychology) / In South Africa today, inclusive education, as it relates to the inclusion of a child with a disability in a main steam classroom, is practised increasingly. Effective inclusion requires both collaboration between and mutual support for all the role players involved. The South African Schools Act of 1996 and the Education White Paper 6 of 2001 recognise parents' right to choose an appropriate school for their child in the local community. The White Paper 6 provides the framework for developing an inclusive education and training system and recognises the important role that parents play in developing inclusive schools and practices. Parents can play an important part not only in the success with which their child is included but also in the determination of the social validity of inclusive education in the South African context. It is therefore important to consult with parents as potential partners and to acknowledge their perceptions on inclusive education for their children. This is necessary in order to inform the theory and establishment of inclusive schools and to further enhance parent-school partnerships. Research on inclusive education in South Africa has mainly focused on the attitudes and perceptions of teachers and relatively little research has been done on parents' perceptions of including a child with a disability in a mainstream school. The purpose of this research investigation i.? therefore to contribute to the . knowledge base that could promote parent-school partnerships in an inclusive education system. The inquiry into the perceptions of parents of a child with a disability in a mainstream school demanded the use of a basic interpretive qualitative study. This approach was chosen primarily due to the fact that the study was aimed at gaining an in-depth understanding of parents' perceptions. Eleven 'information rich cases' were purposefully selected for focus group interviews and a semistructured individual interview, and these formed the primary sources of data. Secondary sources of data included participant observation and field notes as well as the use of a document, in the form of a biographical questionnaire.

Attention Deficit Hyperactivity Disorder (ADHD)-related behaviour difficulties are said to be the cause of much of the disharmony and discord that exists within many families with ADHD-diagnosed children. On the basis of this understanding, a supplementary programme of behaviour modification, referred to as the Coping Skills Programme, was designed and implemented over a designated period of time, as a trial efficiency test, with a view to alleviate some of the family environmental stress caused by the effects of this disorder. There were three main aims to this research project, related to the research questions: Firstly, to establish to what extent this programme helped with the kinds of problems and difficulties being experienced by the parents of ADHD-diagnosed children and by the children themselves; secondly, to make recommendations regarding how to access and use such a programme and learn its skills, and thirdly to determine further ways with which to improve the Coping Skills Programme. The research design was based on Interpretive Theory and was qualitative in nature. An in-depth literature study was undertaken, which together with all the field notes acquired during the course of the study, formed the foundation of the study. A needs analysis was also carried out to ascertain the level and variety of ADHD-related needs that exist within the family unit. This needs analysis took place in the Nelson Mandela Metropole in the Eastern Cape to ascertain the level and variety of ADHD-related needs that exist within the family unit. The sampling selection of participants was both purposeful and dependent on availability, in order obtain as wide a range of information as possible, regarding specific ADHD-related criteria. This data was used as a foundation for the programme’s development. Information was gathered by means of phenomenological interviews, case study analysis, a focus group interview, field notes, observations and an audit trail. Measures were taken to ensure that the study was ethically conducted and trustworthiness maintained. The Coping Skills Programme was implemented with different families with ADHD-diagnosed children, within its designated time, which varied from family to family from between 8 and 10 weeks. Finally, three families were xx selected as case studies to substantiate the findings of this research study. Their selection was based on the range of the children’s age, the variety of their combined needs, the way in which each family dealt with the challenges posed by the programme, the parents’ involvement and the rate of success experienced by each family at the end of the allotted time. At the end of the programme’s implementation period it was found that confusion regarding parental role clarity and the role of the child in the home had a strong bearing on the treatment and management of ADHD-related difficulties. It was also found that the effect of parental unity and/or discord had a direct impact on ADHD-related behaviour. Equally important to the effective management of ADHD-related difficulties were the parental understanding and perceptions regarding their child’s ADHD-related needs and difficulties. The effectiveness of behaviour modification in relation to the level of parental involvement was also salient, as was the use of effective, positive communication to achievement of optimum results. Parental understanding of the role of discipline and how the effective use of this skill benefits the ADHD-diagnosed child became clear, as did the value of consistency in behaviour modification. The conclusion was reached that a programme as flexible as the Coping Skills Programme, when used appropriately and as a supplement to other forms of therapy, may be a significant source of assistance, support, encouragement and empowerment to families with members suffering with ADHD.

The rationale of my research was to make sure that all learners are treated as equals in the education afforded to them. The researcher noticed that not all educators in mainstream schools facing learners experiencing learning problems could deal with the Curriculum and that many had difficulty in coping in an inclusive classrooms setting. Furthermore, the researcher noticed that many educators percieve that they did not have the knowledge and skills to identify and support learners experiencing learning problems. Consequently, the educators felt that they could not effectively help these learners in their learning progress. While the educators struggle to cope, learners ended up having to repeat a grade or being promoted to the next grade without having attained the neccesary skills yet. The researcher set out to research what the available literature stated about how educators could be empowered to cope with teaching learners experiencing learning problems in an inclusive classroom situation. For this research study, a qualitative approach was followed, as it best matched the type of interactive investigation considered necessary. Due to time, financial and resources constraints, purpose sampling was used as the most effective method of yielding data. The qualitative approach embraced a multi-perspective approach, in terms of which methods of data collection were used, such as collection questionnaires, conducting interviews and using observations. The researcher trusts that her understanding as presented in the research findings and the recommendations made will benefit not only herself, but will empower all educators coping with the stress of teaching learners experiencing learning problems and improving their skills and self-esteem in the educational environment.

Training siblings as change agents for children diagnosed with autism spectrum disorders (ASD) has been shown to be beneficial in teaching a sibling to teach their brother or sister. There are very few interventions, however, that explore the range of effects that targeting particular skills has on sibling interactions. The purpose of this study was to assess the direct and collateral effects of training behavioral teaching techniques to a typically developing sibling. Four experimental conditions were assessed: baseline, sibling teaching toy play, baseline, and sibling teaching social play. Across all conditions, measures of teaching components and siblings' interactions were assessed. Results of the assessment showed that the sibling was an effective change agent and that more favorable interaction and engagement occurred when social play skills were taught. The results of this sibling intervention and guidelines for condition changes are discussed in terms of sibling relationships.