A dissertation submitted to the Faculty of Education in partial fulfilment of the requirements for the degree of Master of Education (Educational Psychology) in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, South Africa, 2016 / Data was collected using qualitative methodology. The purposive sampling was used in selecting nine teachers and eight parents for the study. To collect data, semi-structured interview questions were formulated. Interview questions consisted of open-ended questions were conducted to teachers and parents in determining the role they play in empowering special needs learners with psychosocial skills. Observation was done in different phases during lessons/learning. Qualitative data analysis was used in order to draw conclusion about the role of teachers and parents in empowering special needs learners with psychosocial skills in a special school. Research findings led to the following conclusions: teachers empower special needs learners in various ways compared to the role played by parents. They believe in teaching special needs learner’s skills to be independent, sociable, and presentable and be recognised by the society. Others teach skills by focusing on the learner’s strengths to overcome their weaknesses. Some teachers empower learners through sports in order for them to participate and compete with other children outside school while others believe in teaching discipline so that learners should be able to obey the rules outside school. The results reveal that the empowerment of learners depends on the child’s condition/disability. The findings revealed that hundred percent of parents believe in giving their special needs children love and support in whatever skill that has been identified by teachers as their role of empowering them. They also make their children feel important to the family and to the community. Parents believe that once the child feels loved, she or he is able to love themselves and others. The results show that there is a gap between the role played by teachers and that played by parents which needs to be filled. The findings revealed that partnership between teachers and parents in supporting special needs learners to benefit from their education is good although there are challenges mentioned. The programmes available in the school and in the community also empower special needs children even they exit school. On the basis of the findings, recommendations for teacher training in special education were put forward in order for the empowerment of special needs learners with psychosocial skills in special schools to be effective.

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This paper examines the relationship between grit and learners’ performance in Japanese language learning. Grit is one’s personality trait which is defined as “perseverance and passion for long-term goal” (Duckworth et al., 2007). The purpose of this quantitative study is to determine whether there were relationships between learners’ grit scores and their performance in two different types of Japanese language classrooms:teacher-centered beginning and intermediate Japanese language courses and student-centered Japanese extensive reading courses. Regarding the study of extensive reading courses, students’ subjective evaluation were used to observe their performance instead of an objective achievement test. There were 78 students who agreed to participate in total. Of all participants, 34 students were taking introductory level Japanese, 27 students were taking the intermediate level, and 17 students were taking a Japanese extensive reading course. The results revealed that participants’ grit scores did not appear to be related to their performance in the introductory language course. Interestingly, in the intermediate course, perseverance subscores of grit measured by the 10-item grit scale were negatively correlated with the students’ performance, with no connection apparent between their grades and grit scores. The results might be attributed to some external factors: such as the process of language learning and students’ academic majors. On the other hand, in the student-centered Japanese extensive reading course, some tendencies of positive correlation were seen between participants’ grit scores and the changes of their subjective evaluation between the beginning and the end of the semester. These findings suggest the possibility that individuals’ grit scores are related to their performance in different ways between teacher-centered and student-centered Japanese language learning.