MEd (Curriculum Studies) / Department of Curriculum Studies / Children who cannot read and write are a concern for both parents and teachers. The purpose of the study was to explore the challenges faced by teachers in teaching dyslexic children at intermediate phase in mainstream schools in the District of Vhembe, in Limpopo Province of South Africa. A qualitative research approach was utilised for the study. Semi-structured interviews were used to gather data from the teachers in the mainstream schools. The population of this study comprised of teachers who teach dyslexics and other children at intermediate phase in the mainstream public primary schools in the Dzindi Circuit of Vhembe District in Limpopo Province. Purposive sampling was used to select twenty four teachers who had a minimum of three years teaching experience from the eight schools under study. Data was analysed thematically. Major findings of the study are as follow: challenges faced by dyslexic children on identified competencies such as writing, reading, carrying instructions and confidence; their ability to recall information; parental involvement and overcrowded classrooms. The study recommends the effectiveness of teachers in using the differentiation method to help dyslexic children, availability of physical resources in the form of classrooms and learning materials, community awareness, in-service training for teachers and collaboration among the teachers, learners and parents.

Mainstream teachers are key for developing inclusive schools. Many times they do not feel prepared to deal with inclusive classrooms and may have negative attitudes towards inclusion. The aim of this study was to examine interventions that can affect mainstream pre-service teachers’ attitudes towards inclusion during their studies. Nine studies were identified through a systematic literature review and twelve inter- ventions emerged. Results show that interventions focusing on imparting knowledge of inclusion through a study unit or through an infusion approach can create a positive effect in pre-service teachers’ attitudes towards inclusion. Some factors found to influence the change in attitudes towards inclusion were knowledge of inclusion, gender, and interaction with people with disabilities. This study gives a promising view of the actions that are being taken towards having more inclusive teachers. Nevertheless, inclusion is a complex concept and future research on the content imparted during the interventions and the scales used to measure the change is needed.

This study explores the experiences of students with social, emotional, and behavioural difficulties (SEBD), both in mainstream schools and residential school settings. The subjects are 29 students attending a New Zealand residential special school for boys with SEBD. Through voicing their views on their schooling experiences and suggesting ideas for improvement, the boys provided educators and policymakers with a better understanding of ways in which the schooling experience of boys with SEBD can be more positive and successful. A qualitative research design was utilised to gain the students’ insights into the salient features of their mainstream and residential schooling experiences. In order to highlight student voices in the research process and thesis writing, a phenomenological approach was utilised to shape the core methodology. Interviewing was chosen as the primary method of data collection for the analysis. In-depth, semi-structured interviews raised a number of salient features of the boys’ schooling experiences. The findings are summarised and merged into three main themes; the mainstream school experience, the residential school experience, and boys’ suggestions and recommendations for school improvement. The findings suggest a considerable degree of consistency between the boys concerning the difficulties experienced in mainstream schools. They highlight the importance of cultivating strong, positive student-teacher relationships and relationships among peers; the need for more effective disciplinary practices; the need to recognise the learning needs of students with SEBD as a priority; and the need to address bullying issues more effectively. The findings also provide valuable insights into some of the ways in which placement in a residential school for boys with SEBD are perceived to be effective for these students. The benefits of a residential school programme identified by the boys included improved learning and behaviour, improved relationships with others, and a greater capacity to deal with difficult feelings. The factors enabling these improvements were identified and included positive relationships with teachers, effective behavioural management based on fair sanctions and rewards, small classes, teachers’ instructions, the availability of academic support, better relationships with peers, and an effective anti-bullying policy.

Research indicates that large numbers of young people are underachieving in UK schools, and that school exclusion levels are unacceptably high. In addition, there are increased numbers of students unable to secure a place in mainstream schools. These unplaced and excluded young people are described by New Labour as `vulnerable', `disaffected' or at risk of disaffection (Social_Exclusion_Unit 1998b). The numbers of young people considered `disaffected' indicates a national problem and so, in response to this, there is a government led drive to `socially include' `excluded' young people and young people considered `at risk' of `exclusion'. This UK study examines the principles and practices of practitioners working with identified `at-risk' and `hard to reach' populations. This thesis seeks to unpack this complex situation of social `exclusion' and `inclusion' as it relates to education by asking; who are the `actors' in this expanding world of `social inclusion'? How can some practitioners `reach' and `include' so called `hard to reach' `disaffected' young people? This research explores socially inclusive practice. It aims to investigate whether a model of socially inclusive practice exists or can be established that could be used by educators, parents, human resource (HR) professionals and others concerned with client services in the helping professions. Social exclusion is one of the key concerns of the New Labour agenda. Inclusive education is perceived as central to promoting social inclusion (Social_Exclusion_Unit 1998b) and as a result there are a number of social inclusion projects operating throughout the UK. These projects generally offer provision for young people who, in the judgement of excluding mainstream practitioners, should be placed outside of their responsibility. These excluding practices reflect the values and ideal of the institution and how they perceive their own ability to respond to the total needs of the learner in their care. Excluded young people are typically referred to pupil referral units (PRU's), study centres or other education provision established to meet the statutory requirement of the education authority to maintain education provision. The practitioner is the focus of this investigation and preliminary issues associated with an investigation into social inclusion practice will be considered in an attempt to identify `what works' in opening up educational opportunities to an inclusive culture. This study then, examines the practice and rationale employed by staff at a project providing education otherwise than at school (EOTAS) to young people unplaced, excluded or at risk of exclusion from mainstream school by analysing empirical data collected over a 3-year period using qualitative instruments. Grounded Theory is the methodological approach used to elicit data and the findings provide valuable insights into inclusive education practices. In addition, a number of relevant and important issues are identified. The theoretical model that emerges is informed by the insights and issues that emerge in this, the first major UK study, into inclusive practice in education where the practitioner is the main focus of the study. This research puts forward a model of professional understanding for inclusive education and makes a contribution to the development of new approaches. The results offer clear indicators for a transferable framework of socially inclusive practice.

A research report submitted to the Faculty of Education, University of the Witwatersrand Johannesburg, in partial fulfilment of the requirements for the degree of Master of Education / This study explored the attitudes of teachers in three types of South African schools (Mainstream, Full-service, and Special school) towards inclusive education in relation to the support that they are receiving in the implementation of inclusive education in their respective schools. Participants in this study were selected purposively from mainstream, full-service, and special schools within the Johannesburg South district. Data in the research was collected through individual teacher interviews. Data obtained was interpreted using qualitative methods. Participants were coded (in relation to the type of school they are from) in order to ensure anonymity in the results. Data was analysed using Thematic Content Analysis. Thematic Content Analysis allowed the researcher to descriptively identify, analysis, and report themes. It involved the identifying of common themes throughout the text which describe significant aspects of the data in relation to the research question. The computer programme ATLAS was used in order to assist with the Thematic Analysis. Following the analysis of data it was found that the attitudes of mainstream and full-service teachers towards inclusive education are mostly negative in comparison to that of teachers in special schools as result to the discrepancies in the level of support each teacher receives to implement inclusive education (depending on the type of school they are in). The former has implication in terms of how effectively inclusive education is implemented in all schools in South Africa because in accordance to this study's findings support for teachers should not be based on only the type of school teachers are in but also the type of support teachers need individually. Also it was found that the ideals of inclusive education are not fully accepted by all stakeholders (more specifically the different units within the district) within the education department and this has influenced how teachers view the relevance of inclusive education policies. Considering the finding of the study, an exploration of how all stakeholders in the education system view and practice the policy of inclusive education is seemingly required in future research to better understand the state in which inclusive education is currently progressing in South Africa. Furthermore due to teachers being a major stakeholder in the implementation of inclusive education, it is important that continuous exploration on their attitudes and that which may influence their attitude towards inclusive education is done. Consequently, issues such as discrepancies in support towards teachers due to differences in types of school need to be further investigated. / Andrew Chakane 2020

This work examines the situation of hearing impaired students in Swedish mainstream upper-secondary schools, with special focus on English classes. According to the Swedish Curriculum all students should be offered an equivalent education, based on participation and community within the public school system. Although students with a disability have the same right to receive a satisfactory education it is not yet clear how this will be achieved with students with a hearing impairment. The authors, through semi-structured interview, ask three teachers and two pupils about how they perceive their situation when teaching, respectively learning English. The qualitative study shows the difficulties in the integration process of the hearing impaired students, in particular the obstacles these students face when socializing with their peers and the shortage of sufficient assistive devices, as well as pedagogical and didactic support.

Magister Artium (Psychology) - MA(Psych) / The inclusive education system in South Africa is one that accepts children with many types of barriers to learning, whether these are physical, emotional or cognitive in nature. In 2001, the Department of Education published the White Paper 6 in order to address inclusive education in the South African context over a time frame of 20 years. It has been 15 years since the White Paper 6 was published, and many South African educators still face the same challenges as they did at the start of the Inclusive Education System. Managing children with barriers to learning comes with many challenges and uncertainties, and with the high prevalence of children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) globally, there is a strong need to understand what the condition entails and how to manage it effectively. A study like this is imperative in order to explore management strategies used by Grade 1 educators when working with learners presenting with Attention Deficit Hyperactivity Disorder symptoms in mainstream schools in the Western Cape. A further aim is to explore the support structures currently available to these educators as well as the support required by these educators. The study also aims to understand the challenges facing educators in these settings as there are limited research studies and literature available which focus on how to apply the inclusive education policies that exist in South Africa. The study used bio-ecological systems theory as a theoretical framework. A qualitative approach was used to conduct the study, including semi-structured individual interviews and data that was analysed by thematic analysis. A total of four local schools were included in the study, comprising of twelve interviews with Grade 1 educators from mainstream schools based in the Western Cape. The findings were as follows: many educators felt that they did not receive enough training on Attention Deficit Hyperactivity Disorder, therefore lacking knowledge on how to apply management strategies to address this. Managing a diverse range of learners, lack of resources, lack of parental involvement, lack of assistance in the classroom, as well as distracted and disorganised children posed as challenges for educators working with learners presenting with Attention Deficit Hyperactivity Disorder symptoms. Some educators felt that class sizes were too big; helping non-English learners who displayed symptoms of Attention Deficit Hyperactivity Disorder to reach their full potential was challenging; and covering all the content in the Curriculum Assessment Policy Statements (CAPS) was overwhelming for some as it does not always allow space for learners who learn differently in the classroom. Educators teaching in lower-income communities struggled with parental support and generally had fewer resources available to them. Not all of the participants received sufficient support from other professional health practitioners, principals, and support at various levels of the education system in the Western Cape and Department of Education.

The main aim of this study was to attempt to establish by the use of an environmental specific Personal Growth Programme, whether it is possible to assist students towards a more ‘holistic’ personal formation. It also aimed to investigate whether a move away from traditional education in the form of alternative or parallel programmes, would assist in bringing about an integrated individual, who is more capable of dealing with life as a whole (Krishnamurti 1953). The research was undertaken with adult students between the ages of 21 and 60, at the multi-cultural and extremely diverse residential theological College of the Transfiguration, in Grahamstown in the Eastern Cape Province. An overview of Holistic and Mainstream education was explored in this study, which included also the challenges and influences which each type of education faces. The study then went on to investigate whether it is possible to bridge the gap that exists between holistic and mainstream education using various methods of alternative education. In the qualitative study, the Personal Growth Programme Annual Review Questionnaire was used to obtain feedback from the students to assess the usefulness of the Personal Growth Programme in their journey towards wholeness. This, together with the student’s responses from the in-depth interviews were used to ascertain the study’s limitations, credibility, transferability, dependability and confirmability.

Inclusive education within the United Arab Emirates has started to gain momentum and the roles of teachers have become more challenging. This study investigated teacher views surrounding the inclusion of SEN students into mainstream schools. A qualitative exploratory research design was employed and the social constructivist theory was used as a framework for the research. Purposive sampling was employed, and a total of seven teachers and four parents participated in the study. Thematic analysis was used and findings suggested that UAE teachers experienced various challenges due to the inclusion of SEN students into their schools. Some of the challenges included: lack of professional development, lack of managerial support, parental demands, cultural barriers and the lack of collaborative opportunities. The study recommended varied professional development workshops aimed at developing an understanding of SEN and inclusion within the UAE context. / Psychology / M.A. (Psychology)

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)