Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The aim of this study was to better understand the lived experiences of a learner in a mainstream high school, who is experiencing a speech-flow difficulty, in order to gain insight into how best to support such a learner within an inclusive classroom. The theoretical framework on which this study was based is the bio-ecological model, inclusive education, positive psychology, resilience as well as developmental psychology, specifically the developmental phase of adolescence. The purpose of this was to view the learner holistically, taking into account all of the positive support structures in her life, especially, her levels of resilience, whilst taking cognisance of the fact that she is in the adolescent developmental phase, within a mainstream high school. Inclusive classrooms should ideally be structured in such a way that they accommodate a learner’s specific individual learning needs. The methodology employed in this study was based on a basic qualitative research approach, and viewed through an interpretive paradigmatic lens. Purposive sampling was used to select a learner who was experiencing a speech-flow difficulty. Various methods of data collection were employed, such as: a semi-structured interview with the learner and her mother, diary entries from the learner, a timeline of the learner’s life drawn by the learner herself, the researcher’s observations (both in the classroom and during a break time), as well as the researcher’s own reflective notes. Documents were also made available to the researcher, and these were the learner’s school reports, the learner’s speech therapy workbook, as well as a report on the learner from her speech therapist. This data was analysed through a qualitative coding process. The research findings indicated that the learner had various experiences, both positive and negative, within all spheres of her life. The majority of her experiences were positive, as the learner had strong support structures in her life, in the form of her mother, her friends, her sound academic capabilities, as well as her level of resilience. The learner is also currently receiving positive intervention in the form of speech therapy, where she is learning various strategies in order to assist her with her speech-flow difficulty. However, there are few factors that make the learner feel uncomfortable, especially in the classroom. The researcher has thus recommended ways in which educators can better support learners who are experiencing speech-flow difficulties within their classroom. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om die geleefde ervaringe van ʼn leerder in ʼn hoofstroomskool, en wat ʼn spraakvloeiversteuring ervaar, te probeer verstaan. Die doel hiermee was om insig te verkry in hoe so ʼn leerder ondersteun kan word binne ʼn inklusiewe klaskamer. Die teoretiese raamwerk waarop hierdie studie berus is die bio-ekologiese model, inklusiewe onderwys, positiewe sielkunde, veerkragtigheid, sowel as ontwikkelingsielkunde, spesifiek die adolessente ontwikkelingsfase. Die mikpunt was om die leerder holisties te beskou, deur al die positiewe ondersteuningstrukture in haar lewe in ag te neem veral haar vlakke van veerkragtigheid, terwyl die feit dat sy haar in die adolessente ontwikkelingsfase bevind, en in ʼn hoofstroomskool is, verder lig op haar ervaringe kan werp. Inklusiewe klaskamers behoort dus in so ʼn mate gestruktureer te wees dat individuele behoeftes van leerders in ag geneem word. Die navorsingsmetodologie in hierdie studie het berus op ʼn basiese kwalitatiewe benadering, en beskou deur ʼn interpretatiewe paradigmatiese lens. ʼn Doelgerigte steekproef is gebruik om ʼn leerder te identifiseer wat ʼn spraakvloeiversteuring ervaar. Verskeie metodes van data-insameling is gebruik, byvoorbeeld semi-gestruktureerde onderhoude met die leerder en haar moeder, dagboekinskrywings van die leerder, ʼn tydlynoefening wat die leerder van haarself geteken het, die navorser se waarnemings (binne die klaskamer sowel as op die speelgrond), asook die navorser se reflektiewe notas gedurende die proses afgeneem. Dokumente is beskikbaar gestel aan die navorser, naamlik die leerder se skoolrapporte, haar werkboek wat sy gedurende spraakterapie sessies gebruik, sowel as ʼn verslag deur die spraakterapeut wat die deelnemer tans konsulteer. Die data is geanaliseer met behulp van ʼn kwalitatiewe koderingsproses. Die navorsingsbevindinge dui ʼn verskeidenheid van ervarings (positief sowel as negatief) aan wat die leerder binne al die areas van haar lewe ondervind. Die meerderheid van haar ervaringe is positief, aangesien sy sterk ondersteuningsstrukture in haar lewe het, veral haar moeder, haar vriende, haar sterk akademiese vermoeëns sowel as haar veerkragtigheid. Die leerder ontvang ook tans ʼn baie positiewe intervensie van ʼn spraakterapeut, waar sy ʼn verskeidenheid strategieë aanleer, wat haar help om die spraakvloeiversteuring mee te hanteer. Daar is egter ʼn paar faktore wat haar ongemaklik maak, veral in die klaskamer. Die navorser kan dus ‘n verskeidenheid van riglyne aanbeveel waardeur leerders met spraakvloeiversteurings ondersteun kan word binne die klaskamer.

South Africa is a democratic country with equal human rights. South Africa’s previous president, Thabo Mbeki, signed Article 24 in October 2006 and committed South African education to acknowledge all learners without discrimination and to create equal opportunities for all learners. A close look was taken at support in inclusive education within the South African context. It touched on models contributing to the development of a learner, followed by a retrospection of the history that gave way to inclusive education in South Africa. International trends were also considered. The question investigated was: Are the necessary support systems in place in Gauteng’s government primary schools, to provide the necessary support to learners who experience barriers to learning within the inclusive education system, and do they function optimally? In order to answer this question data was collected by means of a self-administered questionnaire completed by principals of Gauteng government’s primary schools. Some of the following aspects were the focus of the questionnaire in this study: barriers to learning that prevail the most are the type of specialist help available to the schools; the role of special schools as specialist reference; the attitudes of parents, teachers, specialists, therapists and teacher aids as well as the accessibility of specialised assistance to government schools. Questions also focussed on training, as well as support provided by institutional and district support teams.The most significant findings of the study include the the fact that classrooms are overcrowded. The most common barriers to learning are Attention Deficit (Hyperactivity) Disorder and emotional disability instability linked to family problems. A cause for concern is the fact that 82% of the respondents are teaching between 20 and 60 learners experiencing barriers to learning. The institutional level support teams were functioning effectively, but the district support teams did not function adequately. Special schools as resource centers are not used and utilized sufficiently by Gauteng’s government primary schools. The findings show that policies within schools need to be revised to accommodate the learner who experiences barriers to learning. Observation proved that most of Gauteng government primary schools are gradually on the road to implementing inclusive education supported by support systems successfully. / Further Teacher Education / D. ed.

The purpose of this study is to explore the challenges experienced by learners with visual impairment in two mainstream schools in Klerksdorp, Dr Kenneth Kaunda District. The aim is to describe the challenges experienced by visually impaired learners and how they are truly included in the mainstream school curriculum, to analyse the nature of support as well as the adaptation and accommodation made for learners with visual impairment in the mainstream schools. I purposefully selected the participants and used semi-structured interviews; observation method was also used to enhance the information collected during the interviews. A qualitative research approach was followed, underpinned by interpretive method as a paradigm. The participants included in two schools in Dr Kenneth Kaunda District were four teachers teaching learners with visual impairment (two from each school), two parents of learners with visual impairment, four learners with visual impairment (two from each school), one specialist (itinerant) teacher designated to assist and support learners with visual impairment in both schools and two principal (one from each school). A total of thirteen participants were involved in this study. The data were audio-recorded for accurate transcription and analysis. From the research it was found that even though the learners with visual impairment are now physically integrated in the mainstream classes, they are not yet truly included. The teachers are not adequately supported and trained and most of the parents of learners with visual impairment are not involved in their children’s schooling. The teaching methods and materials are not adequately adapted for them and the physical environment within the classes and school grounds are not yet truly accessible for them. The school needs resources and change in teachers’ attitude; teachers do not understand the rationale behind inclusive education. Finally, the vision and mission statements of the school were drafted but did not provide a clear and practical guideline towards the inclusion of learners with visual impairment. I hope that the findings of this study will be of valuable use to both schools in Dr Kenneth Kaunda District and to the Ministry of Basic Education with regard to progress in the inclusion of LVI in the mainstream. / Inclusive Education / M. Ed. (Inclusive Education)

The Early Childhood Development (ECD) policy of White Paper 5 protects the development right of children and to learn at an early age. In line with this, the Inclusive Education (IE) policy of White Paper 6 (2001) acknowledges that all children hold the potential of learning within all bands of education and they all require support. The purpose of this research was to investigate the practices of Inclusive Education in mainstream schools in Grade R, Nylstroom circuit, Limpopo in South Africa. Practicing IE in Grade R classes has become a challenge because teachers have to identify different strategies so as to accommodate the diverse needs of all learners. According to the Department of Education (2010:22) practicing IE needs a teacher with knowledge and skills to be able to adapt the curriculum and use differentiated strategies to accommodate the diverse needs of all learners. Most practitioners and teachers have not been trained to teach in IE classes; hence they experience challenges of accommodating the diverse needs of all learners. Even though mainstream schools with Grade R classes are being encouraged to practice Inclusive Education, learners are not receiving the education based on their educational needs. Based on the assumption that challenges may be caused by the education system and other related factors, Bronfenbrenner’s ecological systems theory and the qualitative research design were used in this study to explore the practices of IE in selected Grade R classes in primary schools, with nine teachers being interviewed and observed. Yin’s method of data analysis was applied and factors affecting the practices of IE in Grade R were highlighted. The following factors were identified: curriculum policy factor, classroom factors, parents’ involvement and collaboration with NGOs and health professionals, teaching strategies, education matters and resources. It was recommended that Grade R teachers needs to be trained in inclusive practices so that they can respond appropriately to the learners’ needs. The involvement and support of parents should be encouraged in the education of young learners so that learners could succeed in their academic careers. / Inclusive Education / M. Ed. (Inclusive Education)

Inclusion has been adopted by the South African Department of Education as the policy for special needs· learners. This study explores the role of education managers in independent Christian schools in implementing this policy. A literature review and data gathered from interviews with principals of Christian schools which practise inclusion reveal that education managers have a vital role to play by offering leadership and vision to the inclusive school. They control the human and material resources required to bring about change towards greater inclusivity. Their accepting attitudes communicate to the community that all learners can belong in a school willing to accommodate them. The Biblical values that give the Christian school its reason for existence makes reaching out to those with special needs an imperative. Practical strategies for implementing inclusion are discussed in the context of organisational development and the management of change. / Educational Leadership and Management / M. Ed. (Education Management)

Educational Studies / (M.Tech. (Inclusive Education))

The study identifies the challenges in the implementation of Inclusive Education in the Umgungundlovu District of Education and establishes the possible solutions. The basis for this investigation is the Education White Paper 6, Special Needs Education: Building an Inclusive Education and Training System (Department of Education, 2001). The study was conducted in the Umgungundlovu District of Education in the area of Pietermaritzburg. A qualitative research method was used. Data collection strategies that were used are structured interviews, observation and a questionnaire. The study reveals the following challenges that hamper theimplementation;Negative attitudes of some educators and parents towards inclusion, lack of Skills Development Programmes for educators, minimal involvement of parents as well as lack of infrastructural development. These challenges could be dealt with by appointing a Manager within the District to ensure that advocacy on Inclusive Education, training of educators and infrastructural improvement in all schools are done. / Educational Studies / M.Ed. (Inclusive Education)

The policy of Inclusive Education (IE) in White Paper 6 (2001) acknowledges that all children can learn with support. The aim of this study is to explore the experiences of Learning Support Teachers (LSTs) in supporting Foundation Phase teachers in implementing Inclusive Education (IE) in Gauteng Province, South Africa. A lack of support for teachers and learners in IE has dominated current discussions on education. According to the Department of Education (DoE, 2000:28), the establishment of an IE system in schools would require appropriate district as well as institution level support services, and more than just accepting learners with different learning needs in mainstream classrooms. Many teachers have not had the benefit of being trained to teach learners who experience barriers to learning, hence most find it difficult. Although specialist teachers in the form of Learning Support Teachers (LSTs) have been employed in the Foundation Phase to fill that gap and assist classroom teachers, the learners are not receiving the assistance hoped for. Based on an assumption that the failings may largely be systemic, this study therefore uses Bronfenbrenner’s ecological systems theory and a qualitative research design to examine the implementation of IE in selected schools, with seven LSTs being interviewed and observed, while documents pertaining to the support rendered were analysed. Seven principals and seven classroom teachers were also interviewed. The analysis employed Creswell’s method and the findings highlighted factors affecting the implementation of IE. The factors include inadequate district support, socio-cultural issues, classroom and management factors, lack of resources and inadequate collaboration between the stakeholders. The study makes recommendations and suggests further areas of research. / Teacher Education / D. Ed. (Inclusive Education)

Learners with disabilities do not only incur various challenges in their learning encounters, but their presence also places many demands on Institutions of Higher Education (IHE). The purpose of this study was to investigate the challenges and needs of learners with disabilities in an inclusive IHE and to use the findings to develop guidelines that will promote their accommodation in the learning environment. The study employed a descriptive cross-sectional quantitative design where self-administered questionnaires were used to collect data. A total of 67 learners from different disability categories participated in the study. Data were analysed using the Statistical Package for the Social Sciences (SPSS) version 19. Among the participants 50.7% were males, 41.8% were mobility impaired and 29.9% were visually impaired. While almost two-thirds (64.2%) of the participants indicated that they were born with the condition, 27.3% said they required regular medical attention and 9.0% indicated they needed assistance in performing their daily routine work. With regard to challenges facing the participants, 64.1% said lecturers were not flexible in their teaching methods, and 68.8% said lecturers did not make follow-ups on them when they failed to cope academically. Among this group of learners almost 3 in 4 (74.6%) participants repeated their courses at least once. In addition, whilst 43.8% indicated that the physical environment constituted a great barrier to their learning, 53.8% said they were vulnerable to abuses and dangers. The participants rated sanitation and extra-curricular programmes as the poorest. The study established that there were significant (p=0.007) relationship between blindness status and failure rate, and also between type of secondary school (special or regular) attended and the ability to cope with the demands of tertiary education (p=0.004). These findings suggest that there are a number of challenges that tend to exclude and marginalise learners with disabilities in IHEs. The study, therefore, recommended that the Department of Higher Education and Training (DoHET) must make it mandatory for all IHEs to develop and implement inclusive institutional policies that will remove academic and social barriers in IHEs in line with the Social Model of Disability. / Health Studies / D. Litt. et Phil. (Health Studies)

Inclusive education is a fundamental part of South African Education with policies and initiatives being designed to provide support for learners with barriers to learning. With autism as a growing global phenomenon, South Africa has the additional challenge of providing learning support for learners with autism. This dissertation focuses on how one specialised preschool provides inclusive opportunities for preschool learners with autism through learning support. This setting is unique as it shares the same physical location as a mainstream preschool. The study focuses upon how the preschool teachers support their learners with autism so that they can be included within the adjoining inclusive environment. The research was conducted through participant observation and supporting interviews over a period of six months. All observations were recorded through field notes and reflections. The research produced a number of key findings. The shared physical environment enabled teachers and learners from both preschool settings to work together on a daily basis. This had a positive effect upon peer acceptance, staff and learner relationships and opportunities for staff to communicate and work collaboratively on a daily basis. The specialised preschool teachers provided learning support through the adaptation of learning environment, curriculum, multi sensory learning and language and communicative means. The main conclusions drawn from this research were the importance of a close working relationship between staff members and learners from both settings; the importance of adapting communication, environment and learning expectations; and lastly, the importance of focusing upon each individual when providing inclusive opportunities. The research recommends having a specialist setting physically close to an inclusive environment as this enables learners with high needs such as autism to build up the skills needed to benefit from being included. In addition, the research recommends staff in mainstream and specialist settings to have regular opportunity to work together collaboratively when developing learning strategies. Finally, the research recommends the publication of a guideline, outlining the nature of autism and recommended strategies to use within the classroom, which would serve as a flexible document for teachers to adapt to support their individual learners. / Inclusive Education / M. Ed. (Inclusive Education)