published_or_final_version / Education / Master / Master of Education

Previous research has demonstrated that specific instructional contexts, techniques, and service delivery models that provide opportunities for peer interaction and active engagement in instructional activities promote positive social and academic outcomes for students with and without disabilities (Bulgren & Carta, 1993; Fisher et al., 1995; Grenot- Scheyer, 1994; Kamps, Leonard, Dugan, Boland, & Greenwood, 1991; Lee & Odom, 1996; Logan et al., 1998). It has been suggested that Multiple Intelligences (MI) theory provides a framework that includes many of these inclusive pedagogies and techniques (Armstrong, 1994; Hoerr, 1996). The present study was intended to explore the extent to which MI theory and instruction facilitates the inclusion of participants with developmental disabilities. Ten elementary school students (ages 6-12) with developmental disabilities participated in this study. The students were included in two types of general education classrooms: those in which MI pedagogy, instruction, and assessment were implemented, or those in which no specific educational theory or pedagogy was applied. Data were collected using ecobehavioral assessment, which is designed to reveal interrelationships between environmental variables (e.g., instructional activities and groupings) and child behavior (Greenwood, Schulte, Kohler, Dinwiddie, & Carta, 1986). An online version of MS-CISSAR (Greenwood, Carta, Kamps, Terry, & Delquadri, 1994) was used to gather and analyze data regarding students' instructional experiences, engaged behavior, and peer interactions. A matched-subjects design was used to compare the experiences of participants in the two types of classrooms; specifically, the relationships between types of task and instructional groupings and students' social interaction and engaged behaviors were examined. Results suggested that the experiences of the participants in both typical and Mt classrooms were more alike than different. Participants in both types of inclusive classrooms were frequently involved in whole-class or independent seatwork and paper-and-pencil activities. Thus, rates of overall engaged behavior and social interactions were essentially equivalent. However, participants in MI classrooms were more frequently observed to be involved in activities that allowed for multiple methods of responding and in small group structures. In contrast, participants in typical classrooms had high rates of one-to-one, separate activities from those of their typical classmates, as well as relatively high rates of non-instructional time (i.e. "down time" or transition time). Perhaps as a result, participants in MI classes were observed to interact with their typical peers more frequently and to be actively engaged in learning more often, while participants in typical classrooms were observed to interact more with adults and to be more passively engaged. The results are discussed in terms of their educational and research implications, limitations, and suggestions for further research.

More than a decade has now passed since the concept of “gender mainstreaming” and polices addressing a gender perspective first appeared on the international agenda, yet evaluations on these policies’ implementation show that progress has been slow in the field of humanitarian assistance. As executive workers, the humanitarian field staff have in policy documents been identified as crucial actors in the “gender mainstreaming” work, however, no previous research have been found evaluating their achievements in the field. This study examines if formulated gender policies, within Swedish humanitarian organisations and agencies, are implemented and translated into action in the field. This was carried out by investigating Swedish humanitarian fieldworkers’ gender sensitiveness and experiences of working with a gender perspective in the field. The empirical material was collected from qualitative deep interviews with ten fieldworkers from four different humanitarian organisations/agencies. The interview data was then analysed by using a theoretical framework based on Gender theory, Postcolonial feminist theory and Policy implementation theory. The results show that even though most of the interviewed fieldworkers mean that they are aware of gender issues and the importance of using a gender perspective in the field, they have a general low understanding of the gender concept. An emerging “cultural sensitivity versus gender policy implementation” dilemma was valid and possibly affecting the informants’ attempts to act on formulated policies. Moreover, the method that the organisations/agencies use when educating staff on gender issues seem to have an impact on this dilemma. It became apparent that the fieldworkers underestimate their own responsibility in using a gender perspective in the field; at the same time the organisations/agencies overestimate their workers’ capacity to implement their gender policies. Much also indicate on how a still old-fashioned gender discourse is produced, and reproduced, in gender policy formulations and among the fieldworkers. In conclusion, it seems like a gap occur between the initial intention of a policy, its formulation, interpretation and the final intervention result. / Mer än ett decennium har passerat sedan begreppet "gender mainstreaming " och genus policys först dök upp på den internationella dagordningen. Trots detta visar utvärderingar att genomförandet av dessa policyer varit långsamt inom humanitärt- och katastrofbistånd. Som verkställande arbetare har personalen inom humanitär verksamhet i flera policydokument identifierats som viktiga aktörer för arbetet mot att implementera genus policys, dock har ingen tidigare forskning utvärderat deras faktiska utförande i fält. Studien undersöker huruvida svenska humanitära biståndsorganisationer- och myndigheters formulerade genuspolicys implementeras och omsätts till handling i fält. Detta görs genom att granska svenska humanitära fältarbetares genusmedvetenhet och erfarenheter av att arbeta med ett genusperspektiv i sina uppdrag. Det empiriska materialet samlades in från kvalitativa djupintervjuer med tio fältarbetare från fyra olika svenska organisationer/myndigheter. Materialet analyserades med hjälp av ett teoretiskt ramverk baserat på Genusteori, Postkolonial feministisk teori och teori kring policyimplementering. Resultaten visar att även om de flesta av de intervjuade fältarbetarna säger sig vara medvetna om begreppet genus, och vikten av att använda ett genusperspektiv i fält, har de en låg förståelse för innebörden av konceptet. Ett dilemma mellan ”kulturell känslighet” och ”implementering av genuspolicys” uppkom, där organisationernas/myndigheternas utbildningsmetod av ett genustänk möjligtvis har en förstärkande inverkan. Tydligt var att fältarbetarna verkar underskattar sitt eget ansvar i att använda ett genusperspektiv i fält, samtidigt som organisationerna/myndigheterna överskattar sina anställdas förmåga att arbeta efter de formulerade policyerna. Mycket tyder också på att en fortfarande ganska otidsenlig könsdiskurs produceras och reproduceras både i formulerade genuspolicys, och bland fältarbetarna. Sammanfattningsvis verkar det som att det uppstår en klyfta mellan den initiala intentionen av en policy, dess utformning, tolkningen av denna och interventionens slutresultat.

Previous research has demonstrated that specific instructional contexts, techniques, and service delivery models that provide opportunities for peer interaction and active engagement in instructional activities promote positive social and academic outcomes for students with and without disabilities (Bulgren & Carta, 1993; Fisher et al., 1995; Grenot- Scheyer, 1994; Kamps, Leonard, Dugan, Boland, & Greenwood, 1991; Lee & Odom, 1996; Logan et al., 1998). It has been suggested that Multiple Intelligences (MI) theory provides a framework that includes many of these inclusive pedagogies and techniques (Armstrong, 1994; Hoerr, 1996). The present study was intended to explore the extent to which MI theory and instruction facilitates the inclusion of participants with developmental disabilities. Ten elementary school students (ages 6-12) with developmental disabilities participated in this study. The students were included in two types of general education classrooms: those in which MI pedagogy, instruction, and assessment were implemented, or those in which no specific educational theory or pedagogy was applied. Data were collected using ecobehavioral assessment, which is designed to reveal interrelationships between environmental variables (e.g., instructional activities and groupings) and child behavior (Greenwood, Schulte, Kohler, Dinwiddie, & Carta, 1986). An online version of MS-CISSAR (Greenwood, Carta, Kamps, Terry, & Delquadri, 1994) was used to gather and analyze data regarding students' instructional experiences, engaged behavior, and peer interactions. A matched-subjects design was used to compare the experiences of participants in the two types of classrooms; specifically, the relationships between types of task and instructional groupings and students' social interaction and engaged behaviors were examined. Results suggested that the experiences of the participants in both typical and Mt classrooms were more alike than different. Participants in both types of inclusive classrooms were frequently involved in whole-class or independent seatwork and paper-and-pencil activities. Thus, rates of overall engaged behavior and social interactions were essentially equivalent. However, participants in MI classrooms were more frequently observed to be involved in activities that allowed for multiple methods of responding and in small group structures. In contrast, participants in typical classrooms had high rates of one-to-one, separate activities from those of their typical classmates, as well as relatively high rates of non-instructional time (i.e. "down time" or transition time). Perhaps as a result, participants in MI classes were observed to interact with their typical peers more frequently and to be actively engaged in learning more often, while participants in typical classrooms were observed to interact more with adults and to be more passively engaged. The results are discussed in terms of their educational and research implications, limitations, and suggestions for further research. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Thesis (PhD)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: In the movement towards inclusive education, demands that quality education for all present challenges for educator support to facilitate educational change in South Africa. The proposed link between effective educational transformation and understanding and managing change stimulated the researcher's desire to develop an in-service education and training programme for educators within the concept of whole school development. Such a programme could ensure the simultaneous development of competence of the individual and the school as an organisation. The first phase of this study comprised the development of a particular in-service educator support programme aimed at addressing the identified needs of a specific target group of educators to facilitate educational transformation within an inclusive setting. The primary focus of the study was the development of educator competencies that would help educators cope with educational change by means of the establishment of school-based support teams. The content was based on a comprehensive overview of the literature on individual and institutional development as well as change. This was synthesized into four modules (Module one: change, transition, reviewing and clarifying vision and mission; Module two: leadership, teamwork and support; Module three; organisational change, the learning organisation and organisational culture; Module four: application). In the second phase an evaluation research design was used to conduct a comprehensive evaluation of the programme in order to make judgements (from an accountability perspective) to facilitate programme improvement (from a development perspective) and to generate knowledge (from the perspective of academic value). The programme was presented in ten sessions of three hours each over a period of seven months during and after which qualitative and quantitative data was obtained and combined to ensure higher quality data for the identification of outcomes. An interpretive version of content analysis was applied for the identification of patterns from which subcategories, categories and a main theme was constructed. The programme succeeded in achieving the primary objective of facilitating the establishment of school-based support teams: 95% of the schools that participated in the programme established school-based support teams. It also contributed to the development of personal and professional competency in educators that helped them cope with educational change. Participants experienced significant positive changes in their own thinking and perceptions regarding inclusive education, educational change, support and teamwork. They understood why they needed to change, and developed a better understanding of how to deal with the effects of change. From the patterns identified, the sub-categories of personal, professional and school development were constructed. Change emerged as the overarching main theme. Embedded within this were the roles of the facilitator and of transformative learning. The research flndinqs confirmed that the problem was appropriately conceptualised and that the design of the programme adequately addressed the needs of the participants. Respondents reported that they were more knowledgeable and skilful, and that they had experienced positive changes in their attitudes. These personal changes contributed to better educational service delivery and improved schools. This study demonstrated that educators can be given the support they need to cope with educational change through an in-service support programme which is needs driven and which focuses simultaneously on individual and organisational development. / AFRIKAANSE OPSOMMING: Eise vir kwaliteit opvoeding in die beweging na inklusiewe opvoeding stel uitdagings aan opvoederondersteuning om opvoedingsveranderinge in Suid-Afrika te fasiliteer. Die voorgestelde skakel tussen effektiewe opvoedingstransformasie en die verstaan en bestuur van verandering het by dié navorser die begeerte aangewakker om 'n indiensopvoeding- en -opleidingsprogram vir opvoeders te ontwikkel binne die konsep van heelskoolontwikkeling. So 'n program sou die gelyktydige ontwikkeling van die individu se bevoegdheid en van die skool as organisasie kon verseker. Die eerste fase van die studie het die ontwikkeling van 'n spesifieke indiensondersteuningsprogram vir opvoeders behels wat daarop gemik is om die geïdentifiseerde behoeftes van 'n spesifieke teikengroep opvoeders aan te spreek om opvoedingstransformasie binne 'n inklusiewe omgewing te fasiliteer. Die primêre fokus van die studie was die ontwikkeling van opvoedersbevoegdhede wat opvoeders sou help om opvoedkundige veranderinge te hanteer deur middel van die vestiging van skoolgebaseerde ondersteuningspanne. Die inhoud is gebaseer op 'n omvattende oorsig van die literatuur oor individuele en institusionele ontwikkeling. Dit is byeengebring in vier modules (Module een: verandering, oorgang, hersiening en verduideliking van visie en missie; Module twee: leierskap, spanwerk en ondersteuning; Module drie: organisatoriese verandering, die leerorganisasie en organisatoriese kultuur; Module vier: aanwending). In die tweede fase is 'n evalueringsnavorsingsontwerp gebruik om 'n omvattende evaluering van die program uit te voer met die doelom oordele te vel (vanuit 'n rekenskapgewende perspektief) om programverbetering te fasiliteer (vanuit 'n ontwikkelingsperspektief) en om kennnis te genereer (vanuit die perspektief van akademiese waarde). Die program is in tien sessies van drie uur elk oor 'n periode van sewe maande aangebied. Gedurende en na hierdie periode is kwantitatiewe en kwalitatiewe data verkry en gekombineer om data van hoër gehalte vir die identifisering van uitkomste te verseker. 'n Interpretatiewe weergawe van inhoudsanalise is aangewend om patrone te identifiseer waaruit subkategorieë, kategorieë en 'n hooftema saamgestel is. Die program het daarin geslaag om die hoofdoel te bereik, naamlik om die totstandbring van skoolgebaseerde ondersteuningspanne te fasiliteer: 95% van die skole wat aan die program deelgeneem het, het skoolgebaseerde ondersteuningspanne begin. Die program het ook bygedra tot die ontwikkeling van persoonlike en professionele bekwaamheid in opvoeders wat hulle gehelp het om opvoedkundige verandering te hanteer. Deelnemers het beduidende positiewe veranderinge in hul eie denke en persepsies ondervind rakende inklusiewe opvoeding, opvoedkundige verandering, ondersteuning en spanwerk. Hulle het verstaan waarom hulle moes verander, en het 'n beter begrip ontwikkel ten opsigte van die hantering van die uitwerking van verandering. Uit die geïdentifiseerde patrone is subkategorieë van persoonlike, professionele en skoolontwikkeling saamgestel. Verandering het as die oorkoepelende hooftema te voorskyn gekom. Ingebed hierin was die rolle van die fasiliteerder en van transformatiewe leer. Die navorsingsbevindinge bevestig dat die probleem op toepaslike wyse gekonseptualiseer is en dat die ontwerp van die program die deelnemers se behoeftes op gepaste wyse aangespreek het. Respondente het gerapporteer dat hulle oor meer kennis beskik en vaardiger is en dat hulle positiewe veranderinge in hul houdinge ervaar het. Hierdie persoonlike veranderinge het bygedra tot beter opvoedkundige dienslewering en verbeterde skole. Hierdie studie het aangetoon dat opvoeders die nodige ondersteuning kan kry om opvoedkundige verandering te kan hanteer deur middel van 'n indiensondersteuningsprogram wat behoeftegedrewe is en wat terselfdertyd fokus op individuele en organisatoriese ontwikkeling.

Digitized from microfiche to pdf. / Thesis (PhD (Curriculum Studies))--University of Stellenbosch, 1998. / AFRIKAANSE OPSOMMING: Die tydperk van afwagting op die afkondiging van wetgewing rondom die proses van transformasie, word gekenmerk deur 'n lae onderwysermoraal, besnoeiings in begrotings, oorvol klasse, diverse leerderbehoeftes, sowel as 'n algemene gevoel van onsekerheid oor die toekoms. Teen hierdie agtergrond het die studie gepoog om die insluiting van leerders met spesiale onderwysbehoeftes in hoofstroomonderwys, vanuit spesiale skool-personeel se perspektiefte bepaal. Daar is gebruik gemaak van 'n situasie-analise van die huidige stand van spesiale skole, kommentaar van spesiale skool-personeel oor inklusiewe onderwys in te win, sowel as om onderhoude te voer met belanghebbende rolspelers en kundiges rondom inklusiewe onderwys op nasionale en internasionale gebied. Dit blyk uit die ondersoek dat daar 'n behoefte is aan samewerking tussen spesiale en hoofstroomonderwys. Spesiale skole as deskundige sentrums kan 'n bydrae lewer op die gebied van die assessering van leerstyle en akademiese vaardighede, die bepaling van sosiale en gedragsbehoeftes, sowel as die organisering van die multi-disiplinêre span rondom die leerder se akademiese en nie-akademiese behoeftes. Spesiale skool-personeel kan betrokke raak by die opleiding en ondersteuning van hoofstroomonderwysers in die hantering van leerders met spesiale onderwysbehoeftes en kan as samewerkende konsultante by verskillende onderwyssituasies inskakel, soos byvoorbeeld: • in die hoofstroomskool in die hoofstroomklas; • in 'n hoofstroomskool waar leerders tydelik onttrek word uit die hoofstroomklas; • in die hoofstroomskool in 'n spesiale klas of eenheid; of • in 'n spesiale skool. Ten spyte van bestaande vaardighede en kennis van beide hoofstroom- en spesiale onderwysers, beskik hulle nie oor die nodige samewerkingsvaardighede om kundighede effektief te deel nie. Dit blyk dat spesiale skole as bestaande formele strukture onderwysbehoeftes moet aanspreek en ondersteuning behoort te bied aan leerders, onderwysers, ouers en ander lede van die gemeenskap in die beweging na inklusiewe onderwys in Suid-Afrika. / ENGLISH ABSTRACT: Special education and mainly the continued existence of special schools, is the focal point of the transformation to a system of inclusive education in South Africa. The period pending the promulgation of law regarding the process of transformation, is distinguished by the low morale of teachers, cutbacks on budgets, a large number of learners with diverse needs in mainstream, as well as special classes, and a general feeling of uncertainty pertaining to the future. Against this background, the study seeks to investigate the inclusion of learners with special educational needs in mainstream schools from special school staff's point of view. This study involved a situation analysis of the current stance of special schools, gathering comments from special school staff on inclusive education, as well as having interviews with role-players and experts on inclusive education on national and international domain. The study reveals a need for special and mainstream teachers to collaborate. Special schools as expert centers can be instrumental in assessing learning styles and academic skill levels, identifying social and behavioural needs and organising the multi-disciplinary team around an individualised plan in order to meet both academic and non-academic needs. Special school personnel should be involved with the support and training of mainstream teachers to empower them to deal with learners with special educational needs. Special school personnel can link up as collaborative consultants in various educational settings, such as: • in the mainstream school in the mainstream class; • in the mainstream school where learners are temporarily pulled out of the regular programme; • in the mainstream school in a special class or unit; or • in a special school. Despite existing skills and knowledge of both mainstream and special school teachers, they do have the necessary collaborative skills to effectively share their expertise. This study indicates that special schools, as existing formal structures, have a pivotal role in addressing these needs and supporting learners, teachers, parents and other community members in the movement to inclusive education in South Africa. -

Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2009. / AFRIKAANSE OPSOMMING: Onderwys in Suid-Afrika het na die eerste demokratiese verkiesing in 1994 ‘n transformasieproses beleef. Beleidsveranderinge, rasionalisering, kurrikulumvernuwing en toenemende leerderdiversiteit in elke hoofstroomklaskamer was slegs ‘n paar van die uitdagings wat opvoeders en skoolhoofde in die laerskool moes hanteer. Resente publikasies toon dat die transformasie van die nuwe onderwysbedeling ‘n negatiewe uitwerking op begaafdheidsonderrig gehad het. Daar is minimale aandag aan begaafdheidsonderrig geskenk. Hoewel Onderwyswitskrif 6 (Departement van Onderwys, 2001) erkenning verleen aan alle leerderdiversiteite, word daar nie eksplisiet na begaafdheidsonderrig verwys nie. Die doel van hierdie kwalitatiewe studie was om ‘n duidelike beeld te verkry oor die sienings van laerskoolopvoeders en -skoolhoofde van leerders wat begaafd is. Hierdie studie het spesifiek ten doel gehad om die deelnemers se beskouings onderliggend aan begaafdheid te identifiseer, asook om die leemtes vas te stel wat toepaslike begaafdheidsonderrig belemmer. Hierdie navorsing het bevind dat daar tans in die laerskole van ondersoek ‘n gaping bestaan tussen amptelike beleid en klaskamerpraktyk. In die lig hiervan erken opvoeders en skoolhoofde dat leerders wat begaafd is nie effektief en toepaslik ingesluit word in die huidige hoofstroomklaskamer nie. Dit blyk verder dat ‘n gebrekkige opleiding in begaafdheidsonderrig, die leemte aan ‘n werkbare nasionale definisie van begaafdheid, asook uiteenlopende sienings van inklusiewe onderwys, die volhoubare ondersteuning en toepaslike onderrig belemmer van leerders wat begaafd is. Deelnemers aan hierdie studie erken dat onvoldoende voorsiening in UGO vir die spesifieke eise van leerders wat begaafd is, asook baie ander hindernisse in die hoofstroomklaskamer, veroorsaak dat hierdie leerders nie na behore onderrig en ondersteun word nie. Die laerskoolopvoeders en -skoolhoofde is van mening dat suksesvolle implementering van beleid en toepaslike onderrig van leerders wat begaafd is, nie sonder volhoubare ondersteuning en kollaborasie van alle rolspelers kan geskied nie. Daarom word die belangrikheid van groter gemeenskapsbetrokkenheid en die iv volhoubare ondersteuning van distriksgebaseerde ondersteuningspanne veral beklemtoon. Die bevindinge van hierdie studie het ook belangrike implikasies vir onderwysopleiding binne die huidige onderwyssisteem. Hierdie studie bevestig die noodsaaklikheid van toepaslike voor- en indiensopleiding in begaafdheidsonderrig vir alle opvoeders sodat ons land se spreekwoordelike ongeslypte diamante tot sierade vir die samelewing gevorm kan word. Sleutelwoorde: sienings, laerskoolopvoeders en -skoolhoofde, leerders wat begaafd is, inklusiewe onderwys, hoofstroomklaskamer, opleiding, kollaborasie, gemeenskap, identifisering, definiëring, onderrig / ENGLISH ABSTRACT: Education in South Africa experienced a process of transformation since the first democratic election in 1994. Policy changes, rationalisation, curriculum changes and increased learner diversity in each and every mainstream classroom are only a few of the challenges educators and principals have to face in primary schools. Recent publications confirm that the transformation of the new education system had a negative effect on gifted education. Only minimal attention was given to educating the gifted. Although Education White Paper 6 (Department Education, 2001) acknowledges learner diversity, gifted education is not explicitly mentioned. The main purpose of this qualitative study was to achieve a clear vision of the perceptions of educators and principals in primary schools regarding gifted learners. The beliefs of the participants were explored regarding gifted education, as well as present obstacles experienced in this field. An important research finding was that there is presently a serious gap in primary schools between official policy and teaching practice. Both educators and principals acknowledge the fact that gifted learners are not effectively included in the mainstream classroom. It is furthermore apparent that limited teacher training in gifted education, the lack of a generally workable definition of giftedness, as well as diverse perceptions of inclusive teaching, obstruct sustainable support and appropriate teaching of the gifted. Primary school educators and principals agree that successful implementation of policy and appropriate teaching of the gifted cannot succeed without adequate support and collaboration of all role players. Thus increased community involvement and sustainable assistance of district based support teams are also imperative. The findings of this study hold major implications for teacher training in the present education system. This study confirms the necessity of appropriate pre- and in-service training of all teachers in order to enhance the precious gems of giftedness in primary schools for the future benefit of South African society. Key words: perceptions, primary school educators and principals, gifted learners, inclusive education, mainstream classroom, training, collaboration, society

Thesis (MEdPsych)--Stellenbosch University, 2008. / Recent developments in education have focused on exploring different ways of responding to the diverse learning needs of students. The international trend has been to move towards an inclusive approach based on democratic principles in education, including students with special educational needs in mainstream schools and classrooms. Egypt, an initial signatory to the Convention on the Rights of the Child, has not escaped the prominence of inclusive education on the international education agenda. No legislation on inclusion in schools has been promulgated in Egypt. Furthermore, information is lacking regarding teachers' attitudes towards working with students with special educational needs in mainstream classes, despite the fact that teacher attitude are instrumental in determining the success or failure of inclusive education. The aim of the research, therefore, was to identify teachers' attitudes towards inclusive education. For the purpose of this study, a non-experimental quantitative research design with specific reference to survey research was chosen. The population consisted of teachers in five schools in Alexandria and Cairo and a questionnaire was designed. Data was analysed using the statistical programme SPSS (14.0 for Windows). Results indicate that teachers in Egypt have serious reservations about the feasibility of accommodating students with special educational needs in their classrooms. Curriculum development, educational support, funding opportunities, as well as the training of teachers, need to be addressed in order to facilitate the development of inclusive educational strategies.

Thesis (MEd)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: Internationally, the right of people with disabilities to participate as full members of society presently receives high priority and inclusive education is one way of facilitating participation. With South Africa firmly committed to a rights culture, it is a matter of time before inclusive education is implemented as policy. Since the education of the deaf presents its own challenges, questions abound around the inclusion of learners who are deaf in mainstream classes. This study seeks to explore the implications of the education of a learner who is deaf in a mainstream class and to explore the factors that facilitate learning in such a setting. An eco-systemic approach underpins the study. Both intrinsic and extrinsic factors in reciprocal interaction influence the learning of the deaf in mainstream classes. Several of these factors are explored in the international literature. Against this background, this study sets out to examine some of the factors mentioned in the literature as well as additional factors within the context of a rural South African school. A single learner who is deaf within the context of the family and education system was chosen as the focus of a qualitative, case study. Data were gathered through semi-structured interviews, field notes and a review of personal records. Interviews were held with educators, the principal, a support educator, the learner and the learner's mother. The data were analysed using aspects of content analysis and five patterns emerged. These were child related factors, family factors, school factors, support and factors pertaining to the education department. The findings indicated that the parameters of deafness which facilitated the leamer's success in the mainstream were a mixed hearing loss which benefited from hearing aids to the extent that the learner was able to access the curriculum by means of verbal communication with some compensatory behaviours and learning support. A positive attitude on the part of the school and a willingness to support him as well as good social integration were school-related factors that facilitated inclusion. Achievement enhancing factors despite poor socio-economic conditions were family-related factors that facilitated learning. Intensive early intervention formed a good foundation and continued to be of benefit. Several factors which could be improved were identified and recommendations were made. Since the impact of deafness differs from learner to leamer, each learner's needs has to be considered individually and placement decisions in one of a range of supportive settings be matched against this need. / AFRIKAANSE OPSOMMING: Dowe onderrig bied eie uitdagings. Internasionaal ontvang die reg van persone met gestremdhede om as volwaardige lede in die gemeenskap opgeneem te word, hoë prioriteit. Inklusiewe onderwys is een manier waarop insluiting en deelname in die gemeenskap vergemaklik kan word. Met die beoogde implementering van 'n beleid van inklusiewe onderwys in Suid-Afrika ontstaan daar vrae rondom die insluiting van leerders wat doof is in hoofstroom klasse. Hierdie studie poog om die implikasies wat onderrig van 'n leerder wat doof is in 'n hoofstroom klas inhou, te ondersoek. Die faktore wat leer in so 'n omgewing vergemaklik, is ook ondersoek. 'n Eko-sistemiese benadering is in die studie gebruik. 'n Enkele leerder wat doof is, is binne die konteks van sy familie en die onderwyssisteem gekies as onderwerp van 'n kwalitatiewe gevallestudie. Beide intrinsieke en ekstrinsieke faktore in wedersydse kommunikasie, beïnvloed die leer van dowe persone. In internasionale literatuur het faktore soos die aard van die doofheid, persoonlikheid, intellektuele funksionering, sosiale integrasie en skool- en familie verwante faktore aandag geniet en daar is bevind dat dit 'n impak op die leerder se sukses binne 'n inklusiewe leeromgewing het. Teen hierdie agtergrond is hierdie studie geloods om bogenoemde faktore en faktore uniek aan die situasie binne die konteks van 'n landelike Suid-Afrikaanse skool te ondersoek. Semi-gestruktureerde onderhoude IS gevoer met opvoeders, die skoolhoof, 'n leerondersteuningsopvoeder, die leerder en sy ouers. Veldnotas en In oorsig van persoonlike verslae is ook gebruik om inligting oor die leerder en die onderrig en leerproses te bekom. Die data is geanaliseer deur gebruik te maak van aspekte van inhoud analisering. Vyf patrone het na vore gekom, naamlik intrinsieke kindverwante faktore, familiefaktore, skoolverwante faktore, faktore rakende ondersteuning en faktore rakende die onderwysdepartement. Die bevindinge dui daarop dat Inleerder met 'n gehoorverlies wat deur 'n gehoorapparaat in staat gestel word om verbale kommunikasie te volg binne 'n leeromgewing waar daar die nodige ondersteuning is, groter sukses behaal. 'n Positiewe houding teenoor die leerder, 'n bereidwilligheid van opvoeders om die leerder te ondersteun en goeie sosiale integrasie is skoolverwante faktore wat insluiting vergemaklik. Familieverwante faktore wat leer aanmoeding lei tot verhoogde prestasies ten spyte van lae sosioekonomiese omstandighede. Intensiewe vroeë intervensies lê In goeie grondslag en lei tot langtermyn positiewe gevolge. Verskeie faktore waar daar ruimte VIT verbeteringe is, is geïdentifiseer en aanbevelings is gemaak. Terwyl sekere faktore in hierdie ondersoek geïdentifiseer is as kritiek in die fasilitering van leer in 'n inklusiewe omgewing, moet daarmee rekening gehou word dat die unieke interaksie van 'n ander stel intrinsieke veranderlikes en ekstrinsieke veranderlikes 'n ander stel kritieke faktore kan produseer. Die behoeftes van elke leerder wat doof is, sal dus op 'n individuele basis in ag geneem moet word sodat plasing binne die ondersteunende omgewing wat die beste in sy behoeftes voorsien, gedoen kan word.

Thesis (MEd)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: This qualitative study has placed a focus upon the experiences of inclusive education of parents of learners without disabilities. As the advent of inclusive education in South Africa has been accompanied by substantial political, social and legislative changes, an ecosystemic theoretical framework has informed the process of this study in order to acknowledge and better understand the influence of various contexts on individuals in their constructions of reality. Recent South African policy documents have endorsed inclusive education as the conceptual framework within which previously disparate systems of educational provision can be united and learners of all abilities optimally accommodated. These documents have not only drawn attention to the need to recognise the rights and potential and actual contributions of parents to the process of education, but have also called for reporting on inclusive educational practice within various institutional contexts. It is against this backdrop that this study has attempted through an interpretative and constructive research philosophy and design to access and interpret the perceptions and experiences of the parents who voluntarily participated in the research process. Permission was obtained from the Western Cape Education Department to conduct focus group discussions at a school which has included learners with Down Syndrome. Two focus group discussions were conducted with groups of parents of children without disabilities in venues provided within the school buildings. Participating parents were asked to reflect on their experiences of inclusive education initially as part of a written response to the research question and later through interactive discussion within the focus group. Follow up telephonic interviews provided member checks on the initial data analysis and enabled further reflections on the research question. Data analysis was achieved through the constant comparative method of data interpretation. This process yielded patterns within the data which ultimately led to the formation of various categories which were grouped systemically to enable a holistic interpretation of the research results. The analysis of results revealed responses to various issues and a generally favourable attitude to inclusive education, particularly the degree to which the parents' children had been advantaged by an exposure to difference and the extent to which more realistic representations of disability had been constructed by the parents. Responses ranged from views concerning the implementation of government policy, difficulty with constructions of disability, concerns regarding the ability of the school system and particularly teachers to monitor and manage this change in educational policy, to more personal issues which involved the perceived benefits of socialization with learners with disabilities. The implications of the study suggest that interactive discussion is a vehicle through which democracy can be actively practised, change can be positively mediated, solutions to educational challenges collaboratively constructed and partnerships between parents and schools more firmly established. / AFRIKAANSE OPSOMMING: Hierdie kwalitatiewe studie van inklusiewe onderwys plaas die klem op die ervaring van ouers van leerders sonder gestremdhede. Aangesien die instelling van inklusiewe onderwys in Suid-Afrika gepaard gegaan het met aansienlike politieke, sosiale en wetgewende veranderinge, het en ekosistemiese teoretiese raamwerk die verloop van hierdie studie aangehelp, om sodoende die invloed van verskeie kontekste op individue in hulle formulering van die werklikheid te erken en beter te verstaan. Onlangse Suid-Afrikaanse beleidsdokumente het inklusiewe onderwys goedgekeur as die konseptuele raamwerk waarbinne voorheen uiteenlopende onderwysvoorsieningstelsels verenig kan word, waardeur leerders van aile vermoens optimaal geakkommodeer kan word. Hierdie dokumente het nie aileen die aandag gevestig op die behoefte aan erkenning van die regte en potensiele en wesenlike bydraes van ouers tot die onderwysproses nie, maar het ook versoek dat verslag gedoen word oor inklusiewe onderwyspraktyk binne verskeie institusionele kontekste. Dit is teen hierdie agtergrond dat die studie gepoog het om deur en interpreterende en konstruktiewe navorsingsfilosofie en -ontwerp, die persepsies en ervarings van die ouers wat vrywillig deelgeneem het aan die navorsingsproses, te bekom en te interpreteer. Met die vergunning van die Wes-Kaapse Onderwysdepartement is fokusgroepbesprekings gehou by en skool wat leerders met Down sindroom ingesluit het. Twee fokusgroepbesprekings met groepe ouers van kinders sonder gestremdhede, is op die skoolperseel gehou. Deelnemende ouers is gevra om te besin oor hulle ervaring van inklusiewe onderwys, aanvanklik as deel van enskriftelike antwoord op die navorsingsvraag en later deur interaktiewe besprekings binne die fokusgroep. Telefoniese opvolgonderhoude met groeplede het die aanvanklike data-ontleding voorsien en het gelei tot verdere besinning oor die navorsingsvraag. Data-ontleding is gedoen deur die konstante vergelykende metode van datainterpretasie. Hierdie proses het patrone binne die data opgelewer, wat uiteindelik gelei het tot die samestelling van verskeie kategoriee wat sistemies gegroepeer IS om 'n holistiese interpretasie van die navorsingsresultate moontlik te maak. Die ontleding van resultate het reaksies op verskeie kwessies opgelewer en in die algemeen 'n gunstige houding teenoor inklusiewe onderwys geopenbaar, veral die graad waartoe die ouers se kinders bevoordeel is deur blootstelling aan andersheid en die mate waartoe meer realistiese erkenning van gestremdheid deur die ouers geformuleer is. Antwoorde het gewissel van menings oor die implementering van regeringsbeleid, probleme met formulering van gestremdheid , kommer oor die verrnoe van die skoolstelsel en veral leer- kragte, om hierdie verandering in onderwysbeleid te monitor en te bestuur, tot meer persoonlike kwessies wat menings ingesluit het oor die voordele van sosialisering met leerders met gestremdhede. Die implikasies van die studie suggereer dat interaktiewe bespreking 'n middel is waardeur demokrasie aktief beoefen kan word, verandering positief bemiddel kan word, oplossings vir onderwysuitdagings samewerkend geformuleer kan word en vennootskappe tussen ouers en skole meer stewig gevestig kan word.