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Supporting deaf learnes in inclusive education settings in South AfricaSkrebneva, Iliana Viktorovna 06 1900 (has links)
The inclusive paradigm requires that deaf learners are educated in regular schools. In the process of implementing inclusive policies educators often feel that they lack the necessary knowledge and experience to provide effective support for deaf learners. As a result these learners are seldom effectively catered for in regular settings and frequently tend to experience frustration and failure. This research attempted to investigate the nature and manifestations of deafness in primary school learners in order to determine effective strategies to identify and address the diverse needs of deaf learners in the regular schools.
A qualitative study was conducted and data was gathered by observations and interviews with three experienced educators. The results of the empirical findings were confirmed with the literature study in order to compile practical guidelines to assist educators to support deaf learners in inclusive education settings in South Africa effectively. / Educational Studies / (M. Ed. (Inclusive Education))
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Supporting deaf learners in inclusive education settings in South AfricaSkrebneva, Iliana Viktorovna 06 1900 (has links)
The inclusive paradigm requires that deaf learners are educated in regular schools. In the process of implementing inclusive policies educators often feel that they lack the necessary knowledge and experience to provide effective support for deaf learners. As a result these learners are seldom effectively catered for in regular settings and frequently tend to experience frustration and failure. This research attempted to investigate the nature and manifestations of deafness in primary school learners in order to determine effective strategies to identify and address the diverse needs of deaf learners in the regular schools.
A qualitative study was conducted and data was gathered by observations and interviews with three experienced educators. The results of the empirical findings were confirmed with the literature study in order to compile practical guidelines to assist educators to support deaf learners in inclusive education settings in South Africa effectively. / Educational Studies / (M. Ed. (Inclusive Education))
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Guidelines for educators to support learners with epilepsy in the inclusive classroomMtshali, Masekete 30 November 2005 (has links)
Inclusive education is one of the major changes in education, which has occurred since the implementation of Education White Paper 6 Special Needs Education; Building an inclusive education and training system. This inevitable change has resulted in many challenges for both educators and educational institutions.
According to this policy, educators are expected to cater for all diverse needs of learners in the classroom including learners with epilepsy. Research indicates that educators find it difficult to cope with the demands of these learners and often experience frustration and failure. Educators have received little or no training to provide meaningful support for these learners. Despite policy changes the needs of learners with epilepsy are not met in the classroom.
In this research the support programme is developed to provide practical and comprehensive guidelines to assist educators to support learners with epilepsy. / Social work / M. Ed. (Guidance and Counselling)
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An assistance programme for the learning disabled child in the secondary schoolGasant, Lémeez 06 1900 (has links)
Learning disabled (hereafter abbreviated as LD) adolescents have a hard time coping
with the demands of secondary school and often experience frustration and failure.
Educators have received little or no training to provide meaningful support for these
learners. Despite sweeping policy changes LD learners' diverse needs are not being
met in the classroom. Research indicates that LD learners are best served within the
mainstream classroom. In-service training is necessary to help educators equip
themselves with skills to cope with this new role. An assistance programme has been
developed in this study to provide practical teaching and learning interventions, to
help educators support the LD secondary school learner in regular mainstream
classrooms. If LD learners are supported in the classroom they will acquire skills to
become independent learners. / Educational Studies / M. Ed. (with specialisation in Guidane and Counselling)
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An assistance programme for the learning disabled child in the secondary schoolGasant, Lémeez 06 1900 (has links)
Learning disabled (hereafter abbreviated as LD) adolescents have a hard time coping
with the demands of secondary school and often experience frustration and failure.
Educators have received little or no training to provide meaningful support for these
learners. Despite sweeping policy changes LD learners' diverse needs are not being
met in the classroom. Research indicates that LD learners are best served within the
mainstream classroom. In-service training is necessary to help educators equip
themselves with skills to cope with this new role. An assistance programme has been
developed in this study to provide practical teaching and learning interventions, to
help educators support the LD secondary school learner in regular mainstream
classrooms. If LD learners are supported in the classroom they will acquire skills to
become independent learners. / Educational Studies / M. Ed. (with specialisation in Guidane and Counselling)
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Guidelines for educators to support learners with epilepsy in the inclusive classroomMtshali, Masekete 30 November 2005 (has links)
Inclusive education is one of the major changes in education, which has occurred since the implementation of Education White Paper 6 Special Needs Education; Building an inclusive education and training system. This inevitable change has resulted in many challenges for both educators and educational institutions.
According to this policy, educators are expected to cater for all diverse needs of learners in the classroom including learners with epilepsy. Research indicates that educators find it difficult to cope with the demands of these learners and often experience frustration and failure. Educators have received little or no training to provide meaningful support for these learners. Despite policy changes the needs of learners with epilepsy are not met in the classroom.
In this research the support programme is developed to provide practical and comprehensive guidelines to assist educators to support learners with epilepsy. / Social work / M. Ed. (Guidance and Counselling)
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