Thesis (Ph.D) -- The College of Saint Elizabeth, 2010. / Typescript. Available at The College of Saint Elizabeth - Office of Graduate Programs. "May 2010"

No description available.

Magister Scientiae (Physiotherapy) - MSc(Physio) / Transition from school to work entails the preparation, education and training of learners, leading to their placement in desired work situations. The right of children with disabilities to be included in ordinary schools and employment thereafter is being advocated internationally. However, despite this, preparation for transition from school to work still poses a major challenge for many learners with intellectual disabilities. The aim of this study was to explore how schools in the Cape Metropole, South Africa, are preparing adolescent learners with Down syndrome for the transition to work. The objectives of the study were to explore: school policies related to the transition process; schools’ physical and psychosocial environments; the link between schools and the community; learners’ acquisition of skills and education support services. Collaborative qualitative research design was used with a partnership between the researcher and the Western Cape Down Syndrome Association. The participants included two teachers with experience of teaching learners with intellectual disabilities, two parents of adolescent learners with Down syndrome, ten participants with Down syndrome, amongst them, two adolescent youths in post school training who were identified in this study as role models and eight learners at school. As learners with Down syndrome might not be fluent in verbal communication, an alternative research strategy, photovoice was used. Photovoice (photography) was used a means of accessing learners’ views of the transition planning and making these views accessible to others. The eight schoolgoing learners were given cameras and requested to take photographs of things and experiences that helped to prepare them for work. The learners were then interviewed. Subsequently adults with Down syndrome (role models), who were in post school training, were also interviewed. Finally, parents and teachers were interviewed. Data analysis included translating, transcribing of raw data from the recorded tapes and content analysis by using codes and identifying themes. The synthesis of the findings from all the participants yielded multiple themes including: education support services: acquisition of skills: supportive relationships; home, community, classroom and school environments; and dreams of the participants. Ethical considerations included getting permission from the University of the Western Cape, the Western Cape Education Department, the principals of the schools, the participants and their parents/guardians. The study has illustrated that, given opportunities and proper preparation in school, adolescent learners with Down syndrome have the potential to become active members of society. For better outcomes of the transition planning process, there is need for: teachers to work closely with the parents; increased government support; job coaches and class assistants in the schools and a greater collaboration between government departments.

Little information is available on future vocational preparation for intellectually disabled learners in South African schools. Currently teachers adapt the Revised National Curriculum Statement (RNCS) to educate these learners. A literature study was conducted to investigate relevant models in the United States of America in order to develop a framework for a South African vocational training and transition planning programme in the school. Various South African vocational training programmes designed for disabled learners with good literacy and numeracy skills, the role of employment agencies and the local employment possibilities for intellectually disabled people were investigated to assess their suitability for intellectually disabled learners. An Individualised Vocational Programme that involves the parents and their child(ren) was developed to suit the needs of intellectually disabled learners. The RNCS was adapted by means of curriculum straddling and designing down to make the learning material suitable for intellectually disabled learners. The full programme consisted of an adapted interest test, curriculum training, the placement of learners in school jobs/tasks and a home independence programme, The programme was implemented and a mixed method research design facilitated the case study done in a school for severely intellectually disabled learners. Findings revealed that a vocational training and transition planning programme in the school can be managed successfully to the benefit of the parents, learners and the Department of Education. Based on the findings recommendations were made to improve the various sections of the comprehensive programme. / Educational Studies / D. Ed. (Educational Management)

Little information is available on future vocational preparation for intellectually disabled learners in South African schools. Currently teachers adapt the Revised National Curriculum Statement (RNCS) to educate these learners. A literature study was conducted to investigate relevant models in the United States of America in order to develop a framework for a South African vocational training and transition planning programme in the school. Various South African vocational training programmes designed for disabled learners with good literacy and numeracy skills, the role of employment agencies and the local employment possibilities for intellectually disabled people were investigated to assess their suitability for intellectually disabled learners. An Individualised Vocational Programme that involves the parents and their child(ren) was developed to suit the needs of intellectually disabled learners. The RNCS was adapted by means of curriculum straddling and designing down to make the learning material suitable for intellectually disabled learners. The full programme consisted of an adapted interest test, curriculum training, the placement of learners in school jobs/tasks and a home independence programme, The programme was implemented and a mixed method research design facilitated the case study done in a school for severely intellectually disabled learners. Findings revealed that a vocational training and transition planning programme in the school can be managed successfully to the benefit of the parents, learners and the Department of Education. Based on the findings recommendations were made to improve the various sections of the comprehensive programme. / Educational Studies / D. Ed. (Educational Management)

No description available.

No / Transition planning using a person-centred approach has, in the main, failed to shape service provision. We offer an alternative based on an ecological understanding of human development linked to public health approaches that prioritise whole system planning. A total of 43 young people with intellectual disabilities, in Bradford, England, who were approaching transition from school or college were recruited to a qualitative study. Their ethnic breakdown was as follows: 16 white British, 24 Pakistani, 2 Bangladeshi and 1 Black African. Each young person was interviewed twice, at recruitment and a year later, to observe any changes in their social networks during transition. Interviews were undertaken with a semi-structured interview schedule and with the pictorial approach of Talking Mats. Both the networks the young people live within, and their sense of what the future might hold for them, are described and linked to Bronfenbrenner's ecological model of human development. The importance of the family and school is emphasised, as is the absence of engagement in leisure activities and work. Transition planning needs to start with mapping the systems individuals live within, areas of strength should be supported and parts of the system, which are not fit for purpose for these young people, should be prioritised for interventions.

There has been a paucity of research concerning vocational training of learners with special education needs. The literature study focused on a vocational training and transition planning programme in the United States of America, which could provide as a useful guide to educators and school managers, when implementing vocational training and transitional planning in South Africa. Research was conducted using semi-structured interviews with educators and principals at special schools, observation of learners whilst performing skills training and documentary analysis, to explore whether learners with barriers to learning are receiving skills training that could position them for employment in the open labour market after they exit school. Findings revealed that principals and educators at special schools are faced with challenges in the learner’s microsystem, exosystem and macrosystem, resulting in the inadequate preparation of learners with special education needs for employment in the open labour market. Based on the findings, recommendations in terms of Bronfenbrenner’s Ecological Systems Theory were made, to increase the opportunity for learners who experience barriers to learning, to be engaged in meaningful employment. / Education Management / M. Ed. (Education Management)

There has been a paucity of research concerning vocational training of learners with special education needs. The literature study focused on a vocational training and transition planning programme in the United States of America, which could provide as a useful guide to educators and school managers, when implementing vocational training and transitional planning in South Africa. Research was conducted using semi-structured interviews with educators and principals at special schools, observation of learners whilst performing skills training and documentary analysis, to explore whether learners with barriers to learning are receiving skills training that could position them for employment in the open labour market after they exit school. Findings revealed that principals and educators at special schools are faced with challenges in the learner’s microsystem, exosystem and macrosystem, resulting in the inadequate preparation of learners with special education needs for employment in the open labour market. Based on the findings, recommendations in terms of Bronfenbrenner’s Ecological Systems Theory were made, to increase the opportunity for learners who experience barriers to learning, to be engaged in meaningful employment. / Education Management / M. Ed. (Education Management)

This research explored the perception of the incorporation of ‘future-self’ for young people (YP) moving from specialist provision for children where the Local Authority have identified the provision as Moderate Learning Difficulties and additional needs, their parent/carers views, and the perspectives of professionals supporting their transition to mainstream further education. The ‘future-self’ approach had its basis in social cognitive theory, as the creation of imagined ‘future-selves’ is thought to influence an individual’s behaviour to aid them to work towards their aspired self (Baker, 2015; Markus & Nurius, 1986; Oysterman & James, 2011). Phase one used a case study methodology using semi-structured interviews to explore the YP and their parent/carer’s experience of transition planning having included the young person’s vision of their ‘future-self’, at aged 16. Materials were designed to aid their understanding using visual support. Phase two gained the views of YP using focus groups as they approach transition out of FE at aged 19 or older into continued training, employment, and on towards adulthood, in relation to inclusion of their vision of their ‘future-self’ in this preparation. This phase also explored the perceptions of the professionals for incorporating the young person’s view of their ‘future-self’ using semi-structured interviews. Interview transcripts were analysed using Braun and Clarke’s (2006) six stage thematic analysis to identify themes in the data. Focus groups were thematically analysed using Ritchie and Spencer’s (1994) five stage analysis. A number of themes were found for the YP at both stages, the parents/carers and the professionals. Findings indicated that the YP are more involved in the transition planning and a range of methods are applied to prepare the YP however there are a number of barriers still limiting the options for the YP such as: lack of choice available, protectiveness of others, low aspirations, failure to explore holistic longer term outcomes, insufficient multi-agency involvement, overreliance on parents, and the need for more effective strategic planning and awareness of the systems around the YP. The findings from this research indicate that applying a ‘future-selves’ approach for YP as a method to generate future aspirations to motivate YP’s behaviour has been effective as a tool to add to existing transition preparations. This could act as a way to overcome the currently existing poorer long term outcomes for YP with this population. Based upon this small scale project, further investigation would be required to assess the benefit for a wider population.