Thesis (MEd)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: This study was undertaken to identify key aspects related to the promotion of the effective inclusion of a learner with Down Syndrome in a mainstream school and at the same time to give close attention to the implementation of the principles of inclusive education. The study was done over a period of four years in an Afrikaans medium primary school in a large rural town. The Educational Management and Development Centre (EMDC) in the region in which the school is situated is currently promoting and implementing inclusive education and the proposals set out in the Education White Paper 6. The findings of this study will be used to support and encourage this process (also at grassroots level) as well as the inclusion of learners with Down Syndrome. The study takes the form of a single case study and falls within an interprevistlconstructivist paradigm. Qualitative research methods were used to develop an understanding and an insight into the key aspects in order to promote the successful inclusion of learners with Down Syndrome. The primary methods of investigation were four individual interviews and one focus group interview with educators. The data generated in this manner was verified by means of recent literature, observations and available documents. During the process of data analysis the data were reduced to four themes relating to the inclusion of learners with Down Syndrome: attitudes and views with regard to inclusion, the address of specific challenges with which mainstream education is presented, specific strategies for promoting inclusion and the value that inclusion holds for mainstream education. The findings show that the principles of inclusive education and the educational practice associated with it do take into account the barriers to learning and development that learners with Down Syndrome experience: these barriers can be addressed within mainstream education. The key aspects attached to this depend mainly on the attitudes and views of the school and parent community, the address of the challenges such a learner presents, the use of specific educational and teaching strategies to promote inclusion and the acknowledgment of the value that inclusion holds for mainstream education. / AFRIKAANSE OPSOMMING: Hierdie studie is onderneem om die kernaspekte ter bevordering van effektiewe insluiting van 'n leerder met Downsindroom in 'n hoofstroomskool te identifiseer en terselfdertyd die implementering van die beginsels van inklusiewe onderwys onder die loep te neem. Die studie is oor 'n tydperk van vier jaar in 'n Afrikaansmedium laerskool op 'n groot plattelandse dorp onderneem. Die Onderwysbestuur- en Ontwikkelingsentrum (OBOS) van die streek waarbinne die betrokke skool geleë is, is besig om inklusiewe onderwys en die voorstelle soos in Onderwys Witskrif 6 uiteengesit aktief te bevorder en te implementeer. Die bevindinge van die studie sal aangewend word ter ondersteuning en bevordering van hierdie proses (ook op voetsoolvlak), sowel as die insluiting van ander leerders met Downsindroom. Die studie het die vorm van 'n indiwiduele gevallestudie aangeneem en is vanuit 'n interpretatiewe/konstruktiwistiese paradigma benader. Kwalitatiewe navorsingsmetodes is aangewend ten einde begrip en insig te ontwikkelomtrent die kernaspekte ter bevordering van effektiewe insluiting van leerders met Downsindroom. Die primêre metode van ondersoek was vier indiwiduele onderhoude en een fokusgroep onderhoud met opvoeders. Die data wat op hierdie wyse gegenereer is, is aan die hand van resente literatuur, observasies en beskikbare dokumente geverifieer. Die proses van data-analise het die data tot vier temas met betrekking tot die insluiting van 'n leerder met Downsindroom gereduseer, naamlik houdings en sieninge ten opsigte van sodanige insluiting, die aanspreek van spesifieke uitdagings wat aan hoofstroomonderwys gestel word, spesifieke strategieë om insluiting te bevorder en die waarde wat insluiting tot hoofstroomonderwys toevoeg. Die bevindinge dui daarop dat die beginsels van inklusiewe onderwys en onderwyspraktyk daaraan verbonde, voorsiening maak dat die algemene hindernisse tot leer en onwikkeling wat leerders met Downsindroom ondervind effektief binne hoofstroomonderwys aangespreek kan word. Die kernaspekte hieraan verbonde berus hoofsaaklik op die houdings en sieninge van die skool- en ouergemeenskap, die aanspreek van die uitdagings wat so In leerder stel, die benutting van spesifieke onderwys- en onderrigstrategieë ter bevordering van insluiting en die erkenning van die waarde wat die insluiting van In leerder met Downsindroom tot hoofstroomonderwys toevoeg.

Thesis (MEd)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: White Paper 6: Special Needs Education, released in July 2001, is the response ofthe South African government's Department of Education to the inclusion movement. In this (re)search, I (de)construct this text to explore constitutions of (dis)ability and inlexclusion. I do so because I frame (de)construction as 'an aggressive, political mode of critical analysis that strips conventional and assumed truths down to their logically insubstantial bare bones' (Danforth & Rhodes, 1997: 358). I argue that it is necessary to (de)constructively read government policy that proposes a course or policy of action, particularly if, as poststructuralists state, language constitutes reality. In reading White Paper 6, I (de)construct the functionalist grand narrative as hegemonic: discourses constituted by and constituting this metanarrative, including the medical or special needs discourse, the charity discourse, the systems discourse, the business discourse and the pioneering discourse. The radical humanist grand narrative is also read as dominant, formed by and forming the rights discourse and social justice discourse. The social constructionist discourse, constituting and constituted by the intepretivist grand narrative, is (dejconstructed in White Paper 6 as not reflecting upon the social construction of disability itself, but on social constructions related to (dis)ability and inlexclusion. The objects, agents, action and binaries constituted by each of these discourses are also (de)constructed, as are the voices on the margins. The purpose of my (re)search is not to construct conclusions, but rather to (de)construct the polyphony of voices, truths and realities speaking into and out of White Paper 6. In so doing, the 'indecidability' (Silverman, 1989: 4) of the text is (de)constructed. With the indecidable (de)constructed, '... discourses can no longer dominate, judge, decide: between the positive and negative, the good and the bad, the true and the false' (Derrida, 1992: 86). (Dis)ability and inlexclusion tmths are troubled and the text is opened to different readings. / AFRIKAANSE OPSOMMING: Witskrif 6: Spesialebehoefteonderwys, wat in Julie 2001 beskikbaar gestel is, is die reaksie van die Suid-Afrikaanse regering se Departement van Onderwys op die insluitingsbeweging. In hierdie (onder)soek(e) (de)konstrueer ek genoemde teks om bepalinge van (on)vermoë en inluitsluiting te ondersoek. Ek doen dit omdat ek (de)konstruksie sien as ". .. an aggressive, political mode of critical analysis that strips conventional and assumed truths down to their logically insubstantial bare bones ... " (Danforth & Rhodes, 1997: 358). Myns insiens is dit nodig om regeringsbeleid wat 'n handelswyse ten opsigte van, of beleid vir optrede voorstel, (de)konstruktief te lees, veral indien dit is soos die poststrukturaliste voorstel, naamlik dat taal werklikheid is. Met die lees van Witskrif 6, het ek die funksionalistiese groot narratief as hegemonies geede)konstrueer: diskoerse wat deur hierdie metanarratief gevorm word en dit tegelyk ook vorm, met inbegrip van mediese of spesialebehoeftediskoers, die relaas van naasteliefde, die stelseldiskoers, die sakediskoers en die baanbrekersdiskoers. Die radikaal humanistiese groot narratief, wat die regtediskoers en die diskoers van maatskaplike geregtigheid vorm en daardeur gevorm word, word ook as dominant vertolk. Die diskoers van maatskaplike konstruktivisme, wat die interpretatiewe groot narratief vorm en daardeur gevorm word, word in Witskrif 6 geede)konstrueer, as sou dit nie op die sosiale konstruksie van (on)vermoë self sinspeel nie, maar op sosiale konstruksies wat met (on)vermoë en inluitsluiting verband hou. Die voorwerpe, agente, optrede en binêres wat deur elk van hierdie diskoerse gevorm is, sowel as die stemme op die kantlyn, word ook deur hierdie diskoerse ge(de)konstrueer. Die doel van my (onder)soek(e) is nie om uitsluitings te konstrueer nie, maar eerder om die polifonie van stemme, waarhede en realiteite wat vanuit Witskrif 6 tot ons spreek, maar ook inspraak daarin het, te (de)konstrueer. Deur dit te doen, word die "indecidability" (Silverman, 1989: 4) van die teks ge(de)konstrueer. Met die nie-besluitnemende" ... discourses can no longer dominate, judge, decide: between the positive and negative, the good and the bad, the true and the false" (Derrida, 1992: 86). (On)vermoë en die inluitsluiting van Vt'aafhede is problematies en die teks word oopgemaak vir verskillende interpretasies.

Thesis (MEdPsych)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Assessment in the inclusive classroom poses specific challenges to the educator. Due to the diversity of learners' needs, a need exists for adapted assessment. One standard type of assessment does not adequately satisfy the individual needs which exist due to the influence of various barriers on learners. The pursuit of human rights, democratic principles and the promotion of equality acknowledges that learners' differences need to be taken into consideration, also during the assessment process. The Education White Paper 6 for Inclusive Education (Department of Education, 2001, p.49) states that the principle of inclusion is applicable to the assessment process in: considering special circumstances, the adaptation of assessment tasks, the adaptation of the time allocated for the completion of a task, individual assessment strategies and techniques, and the provision of extended opportunities. This study therefore aimed to understand educators' experiences of adapted assessment in the inclusive classroom and to gain insight into the challenges encountered and the support needed. The researcher worked from an interpretive paradigm. An action research design was used, as action research attempts to actively involve participants in the research process. A qualitative research methodology was followed and included the following: purposive sample selection to identify research participants, open questionnaires, individual and focus group interviews and field notes to generate data, and content analysis to analyze data. Research findings indicate that educators experience the use of adapted assessment positively, because of the space it provides to meet individual needs and address barriers to learning in the inclusive classroom. Furthermore, it became evident that educators need support and guidance to adapt assessment to the individual needs of learners appropriately. / AFRIKAANSE OPSOMMING: Assessering in 'n inklusiewe klaskamer stel bepaalde uitdagings aan die opvoeder. Daar ontstaan 'n behoefte vir die aanpassing van assessering as gevolg van die diversiteit van leerderbehoeftes. Een standaardvorm van assessering voldoen nie aan die individuele behoeftes wat weens die invloed van verskillende hindernisse op leerders bestaan nie. Die strewe na menseregte, demokratiese beginsels en die bevordering van gelykheid is juis gelee binne die erkenning dat die verskille van alle leerders in ag geneem moet word, ook tydens die proses van assessering. Met verwysing na Onderwys-witskrif 6 vir Inklusiewe Onderwys (DoE, 2001, p.49), moet die beginsel van inklusie tydens die assesseringsproses geld: die inagneming van spesiale omstandighede, die aanpassing van assesseringtake, die aanpassing van die tyd wat toegelaat word vir die voltooiing van take, individuele assesseringstrategiee en -tegnieke en die daarstelling van uitgebreide geleenthede. Daarom het hierdie studie gepoog om die opvoeder se ervaring van aangepaste assessering in 'n inklusiewe klaskamer te verstaan en insig te bekom met betrekking tot die uitdagings wat hulle ondervind en die ondersteuning wat hulle benodig. Die navorser het binne 'n interpretivistiese paradigma gewerk. 'n Aksienavorsingsontwerp is gebruik, omdat dit ten doel het om die deelnemers aktief betrokke te maak by die proses van navorsing. 'n Kwalitatiewe navorsingsmetodologie is gebruik en het die volgende ingesluit: doelbewuste seleksie om te bepaal wie die deelnemers was, oop vraelyste, individuele onderhoude, fokusgroeponderhoude en veldnotas om data te genereer, en inhoudsanalise om die data te analiseer. Navorsingsbevindinge dui daarop dat die opvoeders se ervaring van die gebruik van aangepaste assessering positief was, juis omdat dit voldoen aan die individuele behoeftes wat in 'n inklusiewe klas ontstaan. Uit die studie was dit egter duidelik dat opvoeders leiding en ondersteuning benodig om die assessering toepaslik aan te pas by die behoeftes van die individu.

Thesis (MEd(Psych))-- Stellenbosch University, 2013. / ENGLISH ABSTRACT: Gifted children represent an important component of a nation's intellectual capital, with the resources to find innovative solutions to scientific and social challenges. Since the advent of democracy in South Africa in 1994, limited attention has been paid to gifted education as a research focus. To ensure quality education for all learners, current educational policy supports inclusive education. However, there is a gap between the policies which have been developed and their implementation at grassroots level in the school and classroom. In particular, several recent South African studies on gifted education suggest that gifted learners are at the end of the queue for educational provision. In this qualitative and collective instrumental case study, framed within an interpretive paradigm, I set out to explore the lived experiences of academically gifted Grade 11 learners. I wanted to gain an insight into how it felt to be gifted, and how their experiences played out in the various systems in their respective contexts. A further aim was to assess their specific academic support needs, in order to make a contribution to designing quality education for this particular group. The expression of giftedness is viewed as dependent on the interactions of the child with his or her environment, so Bronfenbrenner's bio-ecological model was taken as the theoretical framework for the study. I chose a descriptive multiple case study design, using purposive sampling to select six participants, three from each of two schools in sharply contrasting socio-economic backgrounds in a large rural town. I used three methods of data collection, semi-structured individual interviews, a semi-structured focus group interview, and collages. Qualitative content analysis was used for both phases of data analysis, within-case analysis and cross-case analysis. The findings showed that gifted learners from both affluent and disadvantaged backgrounds faced similar challenges in developing their potential. They often felt neglected and academically under-stimulated. They identified specific deficiencies in both their schools and communities which needed to be addressed to ensure optimal learning opportunities. Despite the similarity of their experiences, the learners from the school in the disadvantaged community had to combat greater challenges than those from an affluent background. / AFRIKAANSE OPSOMMING: Begaafde kinders verteenwoordig 'n baie belankrike komponent van 'n nasie se intellektuele kapitaal. Hulle beskik oor innerlike bronne om innoverende oplossings vir wetenskaplike asook sosiale uitdagings te bied. Vanaf die aanvang van demokrasie in 1994 in Suid-Afrika, is beperkte aandag aan begaafdekindonderwys as navorsingsfokus gegee. Die huidige onderwysbeleid ondersteun inklusiewe onderwys om sodoende kwaliteit onderrig aan alle leerders te verseker. Daar blyk egter 'n gaping te wees tussen beleidsontwikkeling en die inplementering daarvan op grondvlak, in skole en klaskamers. Verskeie onlangse Suid-Afrikaanse studies oor begaafdekindonderwys dui in die besonder daarop dat begaafde leerders agter in die ry staan as dit kom by voldoende onderwysvoorsiening. In hierdie kwalitatiewe, kollektiewe en instrumentele gevallestudie, ingebed binne die raamwerk van 'n interpretatiewe paradigma, het ek my beywer om die beleefde ervaringe van akademies begaafde Graad 11 leerders te ondersoek. Ek wou insig bekom oor hoe hulle, hulle eie begaafdheid ervaar, asook hoe dit uitspeel in die verskillende sisteme binne hulle onderskeie kontekste. 'n Verdere doelwit van hierdie studie was ook om spesifiek hulle akademiese ondersteuningsbehoeftes te evalueer ten einde sodoende 'n bydrae te lewer ten opsigte van die ontwerp van kwaliteit onderrig vir hierdie spesifieke groep. Die interaksies tussen die kind en sy of haar omgewing speel 'n belangrike rol in die uitdrukking van begaafdheid. Om hierdie rede is Bronfenbrenner se bio-ekologiese model as teoretiese raamwerk vir hierdie studie aangewend. Ek het 'n beskrywende, veelvuldige gevallestudie-ontwerp gekies en doelmatigheid-steekproefneming aangewend om die ses deelnemers, drie van twee skole in sterk kontrasterende sosio-ekonomiese agtergronde in 'n groot plattelandse dorp, te selekteer. Ek het drie metodes, naamlik semi-gestruktureerde individuele onderhoude, 'n semi-gestruktureerde fokusgroep-onderhoud asook collages, ingespan om data in te samel. Kwalitatiewe inhoudsanalise is gebruik vir beide data-analisefases, naamlik binne-geval-analise en kruis-geval-analise. Die bevindinge het getoon dat begaafde leerders van beide welvarende en benadeelde agtergronde soortgelyke uitdagings ten opsigte van die ontwikkeling van hul potensiaal in die gesig staar. Hulle het dikwels verwaarloos en akademies onder-gestimuleer, gevoel. Hulle het spesifieke leemtes in beide hulle skole en gemeenskappe geïdentifiseer wat aangespreek moet word om optimale leergeleenthede te verseker. Ten spyte van die ooreenkomste in hul ervarings, moes die leerders van die skool in die agtergeblewe gemeenskap groter uitdagings die hoof bied as die leerders van die meer gegoede agtergrond.

This study attempted to ascertain whether the under-representation of black, disadvantaged learners with cerebral palsy in biology and related careers is linked in any way to the method and content of teaching and learning in special education. In addition this study also attempted to identify and uncover the barriers that prevent learners with cerebral palsy from pursuing careers in science and technology related professions.

This study attempted to ascertain whether the under-representation of black, disadvantaged learners with cerebral palsy in biology and related careers is linked in any way to the method and content of teaching and learning in special education. In addition this study also attempted to identify and uncover the barriers that prevent learners with cerebral palsy from pursuing careers in science and technology related professions.

Thesis (MEd)--University of Stellenbosch, 2007. / ENGLISH ABSTRACT: Since 2001 an inclusive approach is being followed in education in South Africa. According to this approach all learners must be taught in one education system and according to the same curriculum, namely the National Curriculum Statement Grades R to 9 (Schools). To ensure that this outcomes-based curriculum is relevant and effective in the teaching of learners with a severe intellectual disability, it is important to evaluate the curriculum and to adapt it if necessary. Learners with a severe intellectual disability form a distinctive educational community marked by their high need for continuous support, specific educational strategies and appropriate learning content. In the past, these learners received their education outside the mainstream of education according to an own, appropriate curriculum. However, since 2004 they have been required to receive their education according to the National Curriculum Statement Grades R to 9 (Schools). The aim of this research was to establish the effectiveness and relevance of the National Curriculum Statement Grades R to 9 (Schools) in the education of learners with a severe intellectual disability. A mixed-method research design, which included a literature survey, an empirical, as well as focus group interviews, was applied. By means of the literature survey, the demands were determined that are made on the curriculum by learners with a severe intellectual disability, their parents, the community, and the work community. The demands that educators make on the curriculum were determined by means of an empirical survey. This survey revealed that outcomes-based education is not generally implemented in the 21 schools included in this study. These findings formed the basis on which curriculum evaluation criteria were developed and according to which the National Curriculum Statement Grades R to 9 (Schools) was evaluated. By applying these criteria it was established that in some instances the National Curriculum Statement Grades R to 9 (Schools) does not comply with the demands of the determinants. The deduction could however be made that the National Curriculum Statement Grades R to 9 (Schools) has sufficient adaptable built-in features to be effective and relevant for learners with a severe intellectual disability. Recommendations were made on how best to make the necessary adaptations. / AFRIKAANSE OPSOMMING: In Suid-Afrika word sedert 2001 'n meer inklusiewe benadering tot onderrig gevolg. Hiervolgens moet alle leerders binne een onderwysstelsel volgens een kurrikulum, naamlik die Nasionale Kurrikulumverklaring Graad R tot 9 (Skole), onderrig word. Ten einde te verseker dat hierdie uitkomsgebaseerde kurrikulum relevant en doeltreffend is in die onderrig van leerders met verstandelik erg-gestremdheid is dit noodsaaklik om die kurrikulum te evalueer en dienooreenkomstig die bevindinge aan te pas, indien nodig. Leerders met verstandelik erg-gestremdheid vorm vanweë hul intellektuele vermoëns 'n duidelik herkenbare onderwysgemeenskap wat gekenmerk word deur hul behoefte aan deurlopende ondersteuning, spesifieke onderrigstrategieë en toepaslike leerinhoude. In die verlede het hul onderrig buite die hoofstroomonderwys geskied aan die hand van 'n eie, toepaslike kurrikulum, maar sedert 2004 moet hul onderrig ook volgens die Nasionale Kurrikulumverklaring Graad R tot 9 (Skole) geskied. Die doel van hierdie navorsing was om die doeltreffendheid en relevansie van die Nasionale Kurrikulumverklaring Graad R tot 9 (Skole) vir leerders met verstandelik erg-gestremdheid te bepaal. 'n Gemengde-navorsingsmetode-ontwerp wat 'n literatuuroorsig, 'n meningsopname asook fokusgroep-onderhoude ingesluit het, is gevolg. By wyse van die literatuurondersoek is die eise bepaal wat leerders met verstandelik erg-gestremdheid, hul ouers, die gemeenskap, en die werkgemeenskap aan die kurrikulum vir leerders met verstandelik erg-gestremdheid stel. Die eise wat opvoeders stel is deur middel van 'n empiriese ondersoek bepaal en dui aan dat uitkomsgebaseerde onderrig nie algemeen aangewend word in die 21 skole in die ondersoek nie. Aan die hand van hierdie bevindinge is kurrikulumevalueringskriteria ontwikkel waarmee die Nasionale Kurrikulumverklaring Graad R tot 9 (Skole) geëvalueer is. By die toepassing van die kriteria is gevind dat die Nasionale Kurrikulumverklaring Graad R tot 9 (Skole) in sekere opsigte nie behoorlik aan die eise van die determinante voldoen nie. Die gevolgtrekking is gemaak dat die Nasionale Kurrikulumverklaring Graad R tot 9 (Skole) egter genoeg aanpasbaarheidselemente het om doeltreffend en relevant te wees vir leerders met verstandelik erggestremdheid. Aanbevelings is gedoen oor hoe die aanpassings gemaak kan word.

No abstract available / Educational Studies / M.Ed. (Didactics)

This research focuses on the experiences of primary school teachers in providing learning support for learners with mild intellectual disabilities. In South Africa, most learners attend in mainstream schools. Mainstream schools are expected to support learners inclusively. However, most teachers seem challenged to address the learning needs such as those experienced by learners with mild intellectual disabilities. The research was conducted by means of interviews with selected participants over a period of approximately four months. Data was also obtained through the analysis of records such as learners‘ workbooks, test books, support forms used by teachers to record their observation and field notes which were reflected in a journal. Interviews and transcriptions were typed out verbatim. The research produced a number of key findings and concluded that many teachers lack sufficient training to identify and address barriers to learning, especially those with mild intellectual disabilities. Furthermore, the study revealed that support structures at participating research schools seem to be non-functional, and guidance and assistance from the Department of Education is minimal. The findings were used to propose recommendations that could be used by primary school teachers to support learners with mild intellectual disabilities in mainstream schools. / Inclusive Education / M. Ed. (Inclusive Education)

A pilot study of the use of groupwork in biology education at the Griffiths Mxenge College of Education: The Government of National Unity in 1994 introduced a new educational policy for the country. This represented a shift in paradigm from a transmission mode of teaching and learning to learner-centered education. The shift marks a transformation from a contentbased curriculum to an outcomes based education (aBE). aBE, which is underpinned by Constructivism and Social Constructivism advocates for the use of groupwork as a strategy for achieving the outcomes envisaged in our learners. The challenge facing teachers and educators is how to implement outcomes based education. The intention of this research is therefore to serve as a pilot project to find out about how groupwork may be used in teaching. It looks at types of groups, considerations a teacher should have in forming groups, dynamics which come into play during teaching and gives suggestions as to how groupwork problems may be solved. Others issued are also raised which were not fully covered in the research. It is the hope of the researcher that the project would be a basis for further research on the use of group work in teaching under outcomes based education. Towards an effective implementation of assessment of biology practical work under "curriculum 2005" Transformation taking place in education in the Republic of South Africa has implications for assessment. It involves a move away from the transmission mode of teaching and learning, to a learner-centered education with the attainment of outcomes. It is a move away from the summative mode of assessment to a formative mode, where assessment leads to the development of the learner and monitor and support teaching and learning. Questions arise as to what to assess, how, when to assess and by whom? This research project is an initial attempt to look at how this assessment policy may be implemented effectively in schools and colleges, using the teaching and learning of practical biology as a tool. It looks at examples of assessment methods that may be used to assess learners work, their functions and problems that may arise in the teachers attempt to transform hislher practices. Suggestions are made on factors to consider in implementing assessment practice and how problems, which may arise in assessment, may be overcome.