Thesis (MEd (Inclusive Education))--Cape Peninsula University of Technology, 2017. / A need for learning support in mainstream schools has come to the fore with the implementation of the inclusive education policy in South Africa. Learners who experience barriers to learning are withdrawn from the mainstream class in small groups in order to receive extra support in their home language and mathematics. The purpose of this mixed-method convergent study was to determine the influence of withdrawal from the mainstream classroom, for learning support, on the foundation phase learners’ self-esteem. The phenomena were studied from the perspective of mainstream and learning support teachers as well as the learners. In the quantitative phase, surveys consisting of open and closed questions were distributed to seventy mainstream and seven learning support teachers. The qualitative phase used Interpretative Phenomenological Analysis (IPA) to analyse data gleaned from the Rosenberg Self-Esteem Scale which had been adapted into an interview schedule in order to determine the perceptions of self-esteem, of five foundation phase learners, who were withdrawn from the mainstream classroom for learning support. This study found that learning support did not seem to have a negative influence on the global self-esteem of the learner participants in this study. It was found that the school culture and mainstream teachers’ attitudes had a negative influence on learners’ self-esteem. Other variables that had a negative influence on self-esteem were family relationships and the learners’ social competence and acceptance, and non-academic competencies were shown to have a greater effect on self-esteem. Overall, both the teachers and learners indicated that they perceived that LS had a positive influence on learners’ self-esteem.

Esta pesquisa teve por objetivo investigar, a partir de recortes do cotidiano, a escolarização da criança psicótica, procurando pensar sobre o que pode impulsionála na direção do conhecimento e do laço social. Utilizou-se de autores da psicanálise que seguem o pensamento de Freud e Lacan. Nesta pesquisa, entende-se a psicose na infância sob a perspectiva de autores como Bernardino (2000), que a considera como estrutura não decidida. Na introdução, buscou-se situar a importância da questão da psicose infantil no contexto da educação na perspectiva da inclusão, enfatizando as dificuldades do professor ao deparar-se com uma criança psicótica. No segundo capítulo, foi trabalhado o conceito de psicose, destacando suas particularidades e propondo breve discussão acerca do diagnóstico da psicose infantil na psiquiatria e na psicanálise. Ainda neste capítulo, procurou-se discutir acerca do conhecimento na psicose, perpassando pelo conceito de Lacan (1987) acerca do conhecimento paranoico e pela proposta de Kupfer (2000) sobre as ilhas de inteligência. Na última parte, buscou-se compreender a psicose infantil e a questão do laço social, trazendo para discussão a dificuldade desses sujeitos em inserir-se no laço social. Para esta dissertação, utilizou-se do método de pesquisa psicanalítica, tendo como objeto de investigação a escuta dos significantes que circulam no contexto escolar, propondo a realização de um ensaio metapsicológico construído a partir da articulação entre a teoria e a escuta realizada ao longo de quatro anos de experiência na escola. Para a construção do ensaio metapsicológico foram feitos recortes de algumas cenas escolares que permitiram identificar significantes que circulam em torno do laço social e do conhecimento. No tocante ao laço social, foi possível escutar alguns significantes em torno dos alunos nomeados como “estranhos”, mas que, por sua vez, buscam formas de participar do social que a escola oferece. Nesse sentido, foi possível ancorar a discussão com a investigação do (un)heimlich, de Freud (1919/1996). Identificaram-se, também, significantes que apontam para o conhecimento na psicose. Nessa direção, alguns resultados permitiram pensar em ilhas de inteligência e possibilidades de aprender, mesmo que de uma forma diferente, na medida em que o sujeito pode reconstruir em si o conhecimento do outro. Foi possível, ainda, refletir acerca da transferência e do lugar ocupado pelo professor como forma de proporcionar o conhecimento e o laço social. Por fim, considerou-se o lugar da escola e do professor mediante essas crianças, pensando nas possibilidades e limites na inclusão destes sujeitos / This paper aimed to investigate, from daily snippets, the schooling of psychotic children, inquiring about what could propel them to knowledge and social bond. It was based on authors of psychoanalysis who follow the thoughts of Freud and Lacan. In this research, childhood psychosis is understood from the perspective of authors such as Bernadino (2000), who consider it as an undecided structure. In the Introduction, it was situated the importance of the children psychosis issue, in the context of education, from the perspective of inclusion, emphasizing teacher’s difficulties when faced with a psychotic child. In the second chapter, it was developed the concept of psychosis, highlighting its particularities and proposing a brief discussion about the diagnosis of childhood psychosis in psychiatry and psychoanalysis. Furthermore, it was also discussed about knowledge in psychosis coursing through the concept of Lacan (1987) about paranoid knowledge and Kupfer’s (2000) concept of islands of intelligence. In the last part, it was analyzed childhood psychosis and the social bond issue, bringing to discussion the difficulty of these subjects in inserting themselves into social bond. For this dissertation, it was used the psychoanalytic method of research, aiming as object of investigation the listening of the signifiers which surround the school environment, proposing a metapsychological rehearsal built from the articulation between theory and listening along four years of school experience. In order to build the metapsychological rehearsal, some snippets of school scenes were done, which allowed the identification of signifiers that surround the social bond and knowledge. Regarding the social bond, it was possible to listen to some signifiers around the students named as “strange” but who, in turn, search for ways of participating in the social activities the school offers. In this regard, it was possible to anchor the discussion with the study of Freud’s (1919/1996) (un)heimlich term. Signifiers which point to the knowledge in psychosis were also identified. Therefore, some results led to think of islands of intelligence and learning possibilities, even if in a different way, since the subject can reconstruct into themselves the knowledge of the others. It was also possible to ponder the transference and the place of the teacher as a way of providing knowledge and social bond. In conclusion, it was considered the place of the school and the teacher towards these children, regarding the possibilities and limits about the inclusion of these subjects

No description available.

D.Ed. / This study focuses on disability and specific learning difficulties as barriers to learning. With the introduction of inclusive education in South Africa, the fundamental rights of learners with disabilities to access educational opportunities equal to their non-disabled peers, were recognised. Many learners with physical disabilities and specific learning difficulties started attending mainstream schools, instead of being referred to special schools. The inclusion of these learners brought about many challenges to them, as well as to their teachers. It was now expected from teachers to make instructional, curriculum and assessment adaptions, in order to support and assist learners with a variety of disabilities and learning difficulties and to cater for their diverse needs. Learners with physical-, sensory- or neurological disabilities, as well as those with specific learning difficulties, may experience reading and writing difficulties which prevent them from giving a true reflection of their acquired knowledge in classroom tests and examinations. These barriers to learning are therefore causing barriers to assessment. The purpose of adaptive methods of assessment (also called special concessions) is to minimize the effects of a learner’s intrinsic or extrinsic barriers upon assessment performance and to place him/her on par with other learners. It provides the opportunity for learners experiencing barriers to assessment, to participate in the assessment process and to reach their full potential - which is in accordance to an inclusive learning community. Therefore, it is imperative that teachers should be familiar with the various types of disabilities and learning difficulties, as well as the appropriate special concessions that should be implemented, should a learner experience a barrier to assessment. The purpose of this research study was to explore and describe Grade 7 teachers’ understanding and implementation of adaptive methods of assessment (particularly amanuenses), for learners with reading and writing difficulties. A qualitative research study from an interpretative research paradigm was conducted. In this study I used a qualitative case study design. Sixteen teachers from four primary schools, as well as the four principals of the respective schools in the district of Gauteng East, were selected purposively as participants. Openended questionnaires, focus group interviews, observations and field notes, as well as document analysis of the schools’ assessment policies, were used as methods of data collection. The data was transcribed and analysed, using Tesch’s method of open coding and was interpreted on the basis of the literature.

Magister Educationis - MEd / The functioning of a teacher support team is an important aspect in improving quality of education, because it has as its purpose the enhancement of collaboration and support to educators and development of conditions for learners to become more successful. This research study explored the functioning of teacher support teams in primary and elementary schools of the Western Cape Education Department of South Africa and Massachusetts in the United States of America, in assisting educators of learners with special needs in mainstream schools. / South Africa

Magister Educationis - MEd / The study aims to understand the challenges facing the Itinerant Learning Support Educators in an Inclusive Education framework. At the onset of the study there were very limited research studies and literature available on the challenges facing Itinerant Learning Support Educators hence literature in the study drew on the development and history of Special Education towards a global shift with regard to Inclusive Education policy development. As such the literature was utilized to understand how global phenomena and policies in developed countries impact on local policy transformation and contexts. The study followed a qualitative research approach to explore the challenges facing Itinerant Learning Support Educators in performing their functions. To gain an in depth understanding of their perceptions a case study method was followed and data collection techniques included focus group interviews. The sample in this study comprised of 14 Itinerant Learning Support Educators. The data was analyzed using a thematic approach. The findings of this study highlighted that despite a shift towards Inclusive Education in South Africa, Itinerant Learning Support Educators found themselves challenged by a range of contextual issues that impacted on the effective delivery of inclusive principles and practices. The study recommends that the Department of Education should take cognisance of these challenges, review the job description of Itinerant Learning Support Educators and put clear guidelines and support structures in place to support them in functioning optimally within an Inclusive Education paradigm. / South Africa

The aim of this research project is to conduct an evaluation on the implementation of gender mainstreaming in South African government departments, with specific reference to the Department of Justice and Constitutional Development (DoJ&CD) and the Department of Foreign Affairs (DFA). The research project is based on the hypothesis that despite the existence of a National Gender Machinery, Gender Focal Points (GFPs) face numerous challenges in implementing gender mainstreaming, due to various internal and external factors. Based on the two case studies, the research project concludes that despite a strong commitment from government, GFPs still face challenges in effectively implementing gender mainstreaming. This is due to a lack of accountability, an understanding of the concept of gender mainstreaming, as well as a lack of resources. Furthermore, systemic weaknesses within the National Gender Machinery are exacerbating the challenges faced GFP

This thesis examines the potential of housing co-operatives to provide adequate housing for women, focusing on the context of Nairobi, Kenya. The limitations of the current approaches to housing provision in Kenya are discussed, along with their gendered implications. A review of the potential benefits which housing co-operatives provide for women is conducted. As part of this examination, a multi-scalar analysis of the housing co-operative sector in Kenya illuminates the role of gender mainstreaming policies and their role in addressing discrimination and inequality in the housing sector in Kenya. A case study of Rooftops Canada’s gender mainstreaming work in Kenya is used to provide examples of gender mainstreaming work being undertaken in the housing co-operative sector. This case study also provides insight into the role of international donors in gender equality work in Kenya’s housing co-operative sector.

Please read the abstract in the section 00front of this document / Dissertation (M (Communication Pathology))--University of Pretoria, 2006. / Speech-Language Pathology and Audiology / unrestricted

The scholarly field of Gender and Development is riddled with diverging perceptions of the actual value and meaning of the term Gender and the development strategy of promoting gender equality – Gender Mainstreaming. Taking the social constructivist perspective of discourse analysis, this thesis explores the ways in which different problem representations of gender inequality are produced and reinforced within certain policy domains in the gender mainstreaming approach of the Rwandan government. The aim of this is to contribute to the scholarly field by exploring key areas not given a great deal of attention in previous research. Using the so-called ’WPR-method’ of policy analysis, developed by Carol Bacchi, a number of strategically selected policies representing different policy domains have been analyzed through four guiding analytical questions. Some main findings of the study indicates that while there are different specified problematizations of gender inequality in the domains, there is some overarching overlap in how the concept is understood to specifically concern women’s lack of agency, and how it is represented as a means to achieve the government’s targeted goals for socio-economic development.