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This study was undertaken to explore the challenges experienced by non- specialist educators teaching in special schools for the intellectually impaired learners in one of Pietermaritzburg special schools. The theoretical and conceptual framework is underpinned by two theories, Jean Piaget’s cognitive development theory and Vygotsky’s theory of social constructivism. A qualitative research design was chosen with a descriptive, contextual and explorative research focus, giving a true reflection of the participants’ situation. Purposive sampling was used to select participants, a homogenous group of non- specialist educators. A case study method was used. Data was collected through semi-structured interviews and observations using pre-designed interview and observation schedules. The main findings of the study were that the following factors contributed to the challenges experienced by non- specialist educators teaching the intellectually impaired learners and are fully discussed within chapter five that are: • Curriculum; • Different levels of intellectual ability and; • Lack of specialized training. The study concludes that non-specialist educators need specialized training. In addition, more support is necessary in the form of class assistants and bursaries to support further study. Without adequate and relevant staff development programs, the quality of teaching and learning in such schools will continue to be compromised. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.

Based on theories from Applied Drama, Dramatherapy and Psychology, this thesis explores the application of applied drama workshops with a group of educators at a school for children with barriers to learning, with a view to not only enhance their personal and professional development, but to facilitate positive outcomes for the children whom they teach, due to their implementation of various applied drama techniques into their teaching programmes. The theoretical focus of this thesis was drawn from theorists including Carl Rogers, regarding the Humanistic approach and Emunah regarding the creative methodology, amongst others, which contributed to the establishment of a practical methodology that provided a process of self- discovery and empowerment through the applied drama workshops. (Emunah, 1994). With Participatory Action Research as the primary research methodology, the thesis used applied drama workshops, classroom application of various techniques, journal entries, questionnaires and interviews for data collection. The longitudinal nature of this exploration took place over a period of eighteen months, with the group being comprised of special needs’ educators. The research found that the workshops were highly successful as the catalyst for positive change in the participants, encouraging sharing and reflection previously suppressed in their professional setting, thus provoking personal growth and empowerment. Furthermore, professional growth and new explorations in their teaching methodology positively materialised. The group gained greater understanding about themselves, one another and the children they were teaching as the workshops heightened their perceptions. Consequently the participants generally became more tolerant and empathic of one another and towards the children. The children in the participating educators’ classes participated enthusiastically, and developed in their socialisation and selfconfidence. Their communication skills improved and they externalised their inner feelings more readily. The participating educators did not highlight any negatives regarding applied drama as a medium in the school. If anything, as the researcher, I was overwhelmed that the results were unanimously so positive, with not a single participant reporting that they felt that its implementation had not been beneficial. The research project thus reportedly had a constructive outcome for all those who either participated or were directly influenced by the project. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2009.

Dissertation (Ph.D.)--The University of North Carolina at Greensboro, 2009. / Directed by Judith Niemeyer; submitted to the Dept. of Specialized Education Services. Title from PDF t.p. (viewed Jun. 7, 2010). Includes bibliographical references (p. 202-213).

Thesis (Ph. D.)--Catholic University of America. / Bibliography: p. 243-246.

Thesis (Ed. D.)--Illinois State University, 1999. / Title from title page screen, viewed July 18, 2006. Dissertation Committee: Ming-Gon John Lian (chair), Mack Bowen, Eddie Glenn, John Godbold, Maureen Wall. Includes bibliographical references (leaves 158-168) and abstract. Also available in print.

Thesis (MEd)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Learning facilitation is a growing phenomenon in mainstream schools in South Africa, as learning facilitators are increasingly being employed by parents as a conduit in providing individual support for learners with disabilities. An in-depth examination of available knowledge and theory about the phenomenon of learning facilitation revealed that associated research is lacking in the South African education context. Consequently, learning facilitators’ roles lack definition, status and regulation in both policy documents and the practical setting of mainstream education. This study aimed to gain insight from the perspectives of learning facilitators to form a clearer description of what learning facilitation entails. As support structures are still evolving in inclusive education contexts, it is considered important to acknowledge, explore and identify the role learning facilitators play in the implementation of integrated education for learners with disabilities. In order to optimally support the effective development of the learner, consideration must be shown to the individual needs of the learner and the processes within the environment that foster or hinder learning potential. Bronfenbrenner's bioecological theory of human development linked this understanding of the influences on learning and development. The learning support provided by a learning facilitator in the mainstream classroom is prefaced as an aspect of the learner’s environment that ‘fosters’ in contrast with those that ‘interfere’ with the development of proximal processes. This study adopts a basic interpretive design. Qualitative data collection and data analysis research strategies were employed to derive in-depth insights. Verbal accounts and descriptions from learning facilitators were gleaned, both through individual semi-structured interviews and a focus group interview. Research into the daily experiences of learning facilitators revealed that they fulfil important and varied support roles. These roles incorporate academic needs as well as providing care and support for the learner with disabilities. Findings showed that the relational aspect of the learning facilitator’s role is crucial in the collaborative effort of various role players (professionals, therapists, teachers, parents, etc.) to help learners with disabilities achieve engagement and integration into mainstream education as far as possible. It relieves the negative focus on the learner being perceived as “different” and eases the pressure on them to overcome challenges on their own. Thus, recognition and definition of their role – what they are and what they are not, their interaction with teachers and other role players, their responsibilities, training and required skills - in regulations and policy statements will add much significance and clarity to a fairly new resource (in the South African context) of supporting learners with disabilities along with their parents and teachers and the learning facilitators themselves. / AFRIKAANSE OPSOMMING: Leerderfasilitering is ʼn groeiende verskynsel in hoofstroomskole in Suid-Afrika, aangesien al hoe meer leerderfasiliteerders deur ouers aangestel word om ekstra individuele ondersteuning aan veral leerders met gestremdhede te bied. ʼn In-diepte studie van beskikbare kennis en teorie oor die verskynsel van leerderfasilitering het ʼn tekort aan relevante navorsing in die Suid-Afrikaanse konteks aangedui. Duidelike omskrywings van die leerderfasiliteerders se rol en status ontbreek in beleidsdokumente en hul werksomgewings. Die doel van hierdie studie was om insig te verkry uit die perspektiewe van leerderfasiliteerders om sodoende ʼn duideliker beskrywing te vorm van wat leerderfasilitering behels. Aangesien ondersteunende strukture nog in die ontwikkelingsfase is in inklusiewe onderwyskontekste, word die erkenning, verkenning en identifisering van die rol wat leerderfasiliteers in die insluiting en ondersteuning van leerders met gestremdhede kan speel, as belangrik geag. Die individuele behoeftes van leerders en die prosesse in hul omgewing wat leerpotensiaal bevorder of verhinder moet in ag geneem word om die effektiewe ontwikkeling van die leerder so ver as moontlik te kan ondersteun. Bronfenbrenner se bio-ekologiese teorie van menslike ontwikkeling het hierdie begrip van die verbande tussen leer en ontwikkeling getrek. Die ondersteuning wat ʼn leerderfasiliteerder bied in die hoofstroomklaskamer word voorgestel as ʼn beskermende faktor in teenstelling met hindernisse wat “inmeng” met die ontwikkeling van proksimale prosesse. Hierdie interpretatiewe studie het kwalitatiewe datagenerering en -verwerkingstrategieë gebruik om betekenisvolle insigte te verkry. Verbale data en beskrywings van leerderfasiliteerders is gegeneer deur individuele, semi-gestruktureerde onderhoude asook ʼn fokusgroeponderhoud. Navorsing oor die daaglikse ervarings van leerderfasiliteerders het onthul dat hul belangrike, maar ʼn verskeidenheid ondersteuningsrolle vervul. Hierdie rolle spreek die akademiese behoeftes sowel as die voorsiening van sorg en ondersteuning vir leerders met gestremdhede aan Bevindinge het getoon dat die leerfasiliteerder se verhoudinge met verskeie rolspelers (medici, terapeute, onderwysers, ouers, ens.) deurslaggewend is in die gesamentlike poging om leerders met gestremdhede se insluiting en betrokkenheid in hoofstroomskole sover as moontlik te verwerklik. Dit kan die persepsie dat die leerder moet verander om aan te pas by die sisteem ondervang en ook ondersteuningsgeleenthede skep om uitdagings te oorkom. Erkenning en definiëring van leerderfasiliteerders se rol, hul interaksie met onderwysers en ander rolspelers, hul verantwoordelikhede, opleidingsvereistes en vaardighede in regulasies en beleidsdokumente sal meer betekenis en duidelikheid verleen aan ʼn taamlik nuwe werkswyse (in die Suid-Afrikaanse konteks) om leerders met gestremdhede, in samewerking met hul ouers en onderwysers, te ondersteun.

The problem of this study was to determine if pre-training of volunteers working in special education classes for orthopedically handicapped and multihandicapped students makes a difference in their classroom effectiveness. The purposes of this study were two-fold. The first was to develop a training program for volunteers working in special education classes for orthopedically handicapped and multihandicapped students. The second was to determine the effectiveness of the training program.

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 iii special educational needs in regular schools. In turn, learners with special educational needs can be said to have equal access to education.

Thesis (MEd (Inclusive Education))--Cape Peninsula University of Technology, 2017. / A need for learning support in mainstream schools has come to the fore with the implementation of the inclusive education policy in South Africa. Learners who experience barriers to learning are withdrawn from the mainstream class in small groups in order to receive extra support in their home language and mathematics. The purpose of this mixed-method convergent study was to determine the influence of withdrawal from the mainstream classroom, for learning support, on the foundation phase learners’ self-esteem. The phenomena were studied from the perspective of mainstream and learning support teachers as well as the learners. In the quantitative phase, surveys consisting of open and closed questions were distributed to seventy mainstream and seven learning support teachers. The qualitative phase used Interpretative Phenomenological Analysis (IPA) to analyse data gleaned from the Rosenberg Self-Esteem Scale which had been adapted into an interview schedule in order to determine the perceptions of self-esteem, of five foundation phase learners, who were withdrawn from the mainstream classroom for learning support. This study found that learning support did not seem to have a negative influence on the global self-esteem of the learner participants in this study. It was found that the school culture and mainstream teachers’ attitudes had a negative influence on learners’ self-esteem. Other variables that had a negative influence on self-esteem were family relationships and the learners’ social competence and acceptance, and non-academic competencies were shown to have a greater effect on self-esteem. Overall, both the teachers and learners indicated that they perceived that LS had a positive influence on learners’ self-esteem.