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No description available.

Thesis (Ph. D.)--University of Michigan. / Thesis note mounted on t.p. "Selected references": p. 58-59.

Thesis (M.A.)--University of Wisconsin--Madison, 1970. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

This essay deals with the experiences of hospital school teachers, when teaching terminally and chronically ill children. Teachers form part of a multidisciplinary team of doctors, nurses, therapists, social workers and other caregivers. As a team they all share the same goal of assisting the child to better health with the minimum disruption to normal development and education. The effects on teachers personally; coping with emotional stresses of children being seriously ill and sometimes, unfortunately dying and professionally; by constantly adapting learning and teaching styles to suit the needs of these learners, are numerous when working in these conditions and often results in burnout. This essay explores these effects by inquiring into the lives of four teachers at one particular hospital school. This phenomenological study comes to a conclusion that hospital teachers need specific and distinctive characteristics to deal with issues out of the norm. They have to own extraordinary commitment and acknowledge the true value of teacher collaboration. Finally teachers needed ongoing support on a personal level; counseling, and on a professional level; teacher training and development in order to remain healthy, personally intact and at the spearhead of developments in the teaching profession. The essay ends with recommendations for hospital school teachers and hospital schools. / Dr. M.P. van der Merwe

This study is an investigation on the role of the School Governing Body (SGB) in macro planning of LSEN Hospital Schools. The literature review revealed that much has not yet been done pertaining to the involvement of parents in macro planning at the school level. For this research, qualitative research was conducted on educators, principals and parents who are members of the SGB at Chris Hani Baragwanath Hospital School and Johannesburg Hospital School. The researcher used interviews, notes taking and observation to collect data. The findings disclosed that most of the SGB members had no knowledge about section 20 status as laid down by SASA. They are not aware of their rights and limitations due to lack of professional training. The stakeholders involved in these schools, when doing macro planning, are the internal stakeholders only (the principals and educators). Based on the findings of this study, recommendations and guidelines have been provided to improve the involvement of parents in the school macro planning and management. / Prof. J.R. Debeila