This study aimed to develop a framework for improved legislation, methods of practice and services used to meet the best interest of child offenders with psychiatric disorders within the South African child justice system. This aim was achieved via a qualitative study, which evaluated child justice and mental health legislation, methods of practice, role-players, and services in South Africa, and compared same to those in Namibia, Botswana, and Nigeria; to establish if the best interest of child offenders with psychiatric disorders are currently met from a South African perspective. Data collection occurred in two phases: a document analysis of legislation, policies, and procedures in the selected comparative jurisdictions; followed by semi-structured interviews with child justice and mental health experts. During phase one the researcher analysed child justice and mental health legislation, human rights protections, and policy related to child justice in Nigeria, Botswana, Namibia, and South Africa. In addition, she interrogated literature relating to child justice and mental health, in comparative jurisdictions. This phase formed the foundation for the semi-structured interview schedule. Purposive and theoretical sampling was used to conduct 24 semi-structured interviews. Data was analysed and interpreted using pure qualitative document and thematic analysis. The overarching findings indicate that the best interest of child offenders with psychiatric disorders, in the South African child justice system, are unprotected. This vulnerable group is not dealt with from an individualised, case-specific, multi-disciplinary perspective; informed by legislation, practice-policy, and a service-orientated approach. Further, certain domestic legislation and methods of practice are inadequate in holistically assessing a child who comes into conflict with the law in the jurisdictions of comparison. Further findings identified that biological, psychological, environmental, cultural, and social factors influence the development of psychiatric disorders in children, which may bring them into conflict with the law. This study further confirmed that Attention Deficit Hyperactivity Disorder, Intellectual Development Disorder, Learning Disorder, Oppositional Defiant Disorder, and Conduct Disorder are prevalent in children who iv come into conflict with the law. Further, substance abuse disorder, depression and attachment disorder were identified as predominant factors affecting children who come into conflict with the law. The influence of these factors, in conjunction with biological, psychological, environmental, cultural, and social factors, were found to predispose children to psychiatric disorders linked to criminal behaviour. Thus, to meet the best interest standard; children in conflict with the law must be dealt with using a multi-factorial approach which considers biological, environmental, social, cultural, and psychological factors. In this way, the behaviour of child offenders with psychiatric disorders will be addressed holistically in a manner that considers all factors influencing behaviour. The empirical data supported the recommendations used to develop a trans-disciplinary framework for child offenders with psychiatric disorders. / Olu phononongo lwesi sifundo lujolise ekuphuhliseni isakhelo somthetho ophuculiweyo, iindlela zokusebenza kunye neenkonzo ukwenzela ukunikezela ezona zilungileyo iimfuno zabantwana abangabaphuli-mthetho benengulo yesifo sengqondo kwinkqubo yobulungisa yabantwana eMzantsi Afrika. Le njongo yaphunyezwa ngokwenziwa kwezifundo ezisemgangathweni ezahlola umthetho wobulungisa kubantwana kunye nomthetho olawula ezempilo ngokwengqondo, iindlela zokusebenza, abathathi-nxaxheba kunye neenkonzo eMzantsi Afrika. Ezi zathi ngoko zathelekiswa nomthetho, umsebenzi abathathi-nxaxheba kunye neenkonzo eNamibia, eBotswana, kunye naseNigeria ukufumanisa ukuba iimfanelo ezizizo zabantwana abangabaphuli-mthetho abaneengxaki zengqondo bayanakekelwa ngoku eMzantsi Afrika. Ukuqokelelwa kweenkcukacha kwenzeka kumanqanaba amabini: uhlalutyo lwemiqulu yomthetho, umgaqo-nkqubo kunye nenkqubo; Ukucazululwa kwamaxwebhu/kwemiqulu omthetho, umgaqo-nkqubo kunye neenkqubo ezikhethiweyo zothelekiso kulawulo lwezobulungisa, lilandelwe ludliwano-ndlebe olungahlelwanga ngokupheleleyo neengcaphephe/neengcali zezobulungisa lwabantwana kunye nemilo yezengqondo. Kwinqanaba lokuqala umphandi ucazulule umthetho wobulungisa kubantwana kunye nempilo yezengqondo, ukhuseleko lwamalungelo oluntu.kunye nemigaqo-nkqubo ehambelana/ enxulumene nobulungisa kubantwana eNigeria, eBotswana, eNamibia naseMzantsi Afrika. Ukongezelela walugocagoca uncwadi olubhekisele kubulungisa babantwana nezempilo yezengqondo kulawulo lwezobulungisa Eli nqanaba libe sisiseko soludwe lwenkqubo yodliwano-ndlebe olungamiselwanga ngokupheleleyo. Isampulu enenjongo neyingcingane yasetyenziswa ukuze kuqhutywe udliwano-ndlebe olungama-24 olungahlelwanga ngokupheleleyo. Ulwazi (idata) lwacalulwa lwacaciswa kusetyenziswa uxwebhu olusemgangathweni kunye nocalulo (analysis) olusemxholweni. Iziphumo ezicacileyo/eziqaqambileyo eziluphahla zibonisa ukuba okukokona kulungele abantwana abangabaphuli-mthetho abaneengxaki zezengqondo, abakhuselekanga kwinkqubo yezobulungisa babantwana eMzantsi Afrika. Eli qela lingakhuselekanga alivelelwa ngokomntu neengxaki zakhe yedwa, ngokwengxaki yakhe ngokuthe ngqo kusetyenziswe indlela ezahlukileyo ezilawulwa ngumthetho, ngumgaqo-nkqubo osebenzayo nokuvelela ngendlela yokuziqhelanisa nemeko. Ukuya phambili, eminye yemithetho yasekhaya neendlela zokusebenza azonelanga ekuhloleni ngokupheleleyo kumntwana ohlangabezana nokuphikisana nomthetho kummandla wothelekiso. Kuphinde kwafunyaniswa ukuba iimeko zozalo, zengqondo, zendawo, zenkcubeko nezentlalo ziyaziphembelela iingxaki zezengqondo ezivelayo ebantwaneni, ezinokwenza baphikisane nomthetho. Olu phononongo luqhubeka lungqina ukuba ukunganiki ngqalelo kwingxaki yokuphaphazela, ingxaki yokukhula kwengqiqo, ingxaki yokufunda, ingxaki yenkcaso yokulungileyo/ ukudelela kunye nengxaki yokuziphatha zixhaphakile kubantwana (abonayo) abaphikisana nomthetho. Ingxaki yokusebenzisa iziyobisi, ingcinezelo kunye nokuxhomekeka ziye zaphawulwa njengeemeko ezixhaphakileyo ezikhathaza abantwana abalwa nomthetho (abonayo). Iimpembelelo zezi meko, zidibene neemeko zozalo, zezengqondo, zendawo, zenkcubeko nezentlalo, zifunyenwe zilungiselela kwangaphambili abantwana kwezi ngxaki zezengqondo zithungelene ekuziphatheni ngokolwaphulo-mthetho. Ngoko ke ukuhlangabezana nomgangatho ofanelekileyo nobalulekileyo, ebhekelela abantwana abaphikisana nomthetho (abonayo) makusetyenzwe ngabo kusetyenziswe indlela ejongene neemeko ezininzi ezibandakanya iimeko zozalo, zendawo, zentlalo, zenkcubeko kunye nezengqondo. Ngale ndlela abantwana abaphula umthetho abanengxaki yezengqondo baya kuncedwa ngokupheleleyo ngendlela ebandakanya zonke iimeko eziphembelela ukuziphatha. Idatha ekholose ngamava avela kumava nokuboniweyo ixhasa izindululo ezenziweyo zokumisa isakhelo esisebenza kulo lonke uqeqesho lomntwana ophikisana nomthetho (owonayo) onengxaki yezengqondo. / Patlisiso ena e reretswe ho hlahisa moralo wa molao o ntlafetseng, mekgwa ya tshebetso le ditshebeletso bakeng sa molemo wa batlodi ba molao bao e leng bana ba nang le mathata a kelello tshebeletsong ya toka ya bana Afrika Borwa. Morero ona o fihletswe ka boithuto ba boleng, bo lekantseng melao ya toka ya bana le ya bophelo bo botle ba kelello, mekgwa ya tshebetso, baamehi le ditshebeletso Afrika Borwa. Tsona di ile tsa bapiswa le melao, tshebetso, baamehi le ditshebeletso dinaheng tsa Namibia, Botswana le Nigeria ho fumana hore na melemo e loketseng ya batlodi ba molao bao e leng bana ba nang le mathata a kelello e ya fumaneha hajwale Afrika Borwa. Pokeletso ya dintlha e etsahetse ka mekgahlelo e mmedi: manollo ya ditokomane tsa molao, melawana le mekgwatshebetso dibakeng tse kgethilweng tsa papiso tsa semolao; ho latetswe ke di-inthavu tse sa hlophiswang le ditsebi tsa toka ya bana le tsa molao wa bophelo bo botle ba kelello. Mokgahlelong wa pele mofuputsi o ile a manolla molao wa toka ya bana le wa bophelo bo botle ba kelello, ditshireletso tsa ditokelo tsa botho le melawana e amanang le toka ya bana dinaheng tsa Nigeria, Botswana, Namibia le South Africa. Ho feta moo, o ile a batlisisa dingolwa tse mabapi le toka ya bana le bophelo bo botle ba kelello dibakeng tse ka bapiswang tsa semolao. Mokgahlelo ona o bile motheo wa lenane la di-inthavu tse sa hlophiswang. Ho sebedisitswe mokgwa wa disampole wa kgetho le wa theho ya thiori ho etsa di-inthavu tse 24 tse sa hlophiswang. Dintlha di manollotswe le ho tolokwa ka manollo e sa tswakwang ya boleng ba ditokomane le ditema. Diphetho tse akaretsang di supa hore melemo e nepahetseng ya batlodi ba molao bao e leng bana ba nang le mathata a kelello ha e ya sireletswa moralong wa toka ya bana wa Afrika Borwa. Sehlopha sena se kotsing ha se sebetswe ka tjhebo ya bo-motho ka mong, ya kgetsi e kgethehileng, ya mafapha a mangata e tshehedistsweng ke molao, molawana wa tshebetso le tjhebo ya tshebetso. Ho feta moo, melao e meng ya lehae le mekgwa ya tshebetso e ne e fokola bakeng sa ho lekola ngwana ka tsela e felletseng, ya iphumanang a le kgahlano le molao dibakeng tsa semolao tse neng di bapiswa. ix Ho boetse ha fumanwa hore dintlha tsa tlhaho, kelello, tikoloho, setso le botjhaba di susumetso tlhaho ya bokudi ba kelello baneng, e leng ho etsang hore ba iphumane ba le kgahlano le molao. Boithuto bona hape bo tiisitse hore bokudi ba tlholeho ya tsepamiso le ketso e fetang tekano, bokudi ba kgolo ya bohlale, bokudi ba ho ithuta, bokudi ba ho ba kgahlano le ba bang le bokudi ba boitshwaro bo bongata bakeng ba iphumanang ba le kgahlano le molao. Bokudi ba tshebediso e mpe ya tahi kapa dithethefatsi, tshithabelo ya maikutlo le bokudi ba kgokahano di fumanwe e le mabaka a mantlha a amang bana ba qwaketsanang le molao. Tshusumetso ya dintlha tsena, hammoho le dintlha tsa tlhaho, kelello, tikoloho, setso le botjhaba, di fumanwe e le hore di pepesa bana ho bokudi ba mafu a kelello a amanngwang le botlokotsebe. Kahoo, e le ho ka fihlella maemo a melemo e nepahetseng, bana ba kgahlano le molao ba lokela ho sebetswa ka mokgwa wa ditsela tse fapaneng tse ngata, o kenyeletsang dintlha tsa tlhaho, tikoloho, setso, botjhaba le kelello. Ka mokgwa ona, batlodi ba molao bao e leng bana ba nang le bokudi ba kelello ba tla shejwa le ho sebetswa ka mokgwa o phethahetseng o kenyelletsang dintlha tsohle tse susumetsang boitshwaro. Dintlha tse bokelleditsweng di tsheheditse ditlhahiso tse sebedisitsweng ho hlahisa moralo wa makala a fapaneng bakeng sa batlodi ba molao bao e leng bana ba nang le bokudi ba kelello. / Criminology and Security Science / D. Phil. (Criminal Justice)

Abstract in English, Afrikaans and Tswana / The study responds to calls for research within wider contexts. In particular, it is positioned within the South African non-profitable sector – non-profitable organisations (NPO) – in social care. The non-profitable sector is also called the Third Sector, and this research adopted the strategy-as-practice perspective to explore the strategy in this sector. The study investigates how managers and leaders of these NPOs strategise to sustain their organisations and services in a changing and demanding environment. The survival of NPOs is affected by a range of constraints linked to personnel, finances, resources, volunteering, and continuous increase in demand for social care. These constraints require managers and leaders of non-profitable organisations to devise strategies and practices to ensure success and sustainability. The findings of this study confirm the need for resilience to survive over the long term. The findings indicate that NPOs need to adapt to the external and internal environments constantly. Leadership drives resilience through governance and maintains services that are fit-for-purpose for the ever-changing needs of the society they serve. Adapting practices should react to changes through training and retraining, meticulous reporting to partners and other financiers, and complying with their governing entities by applicable legal statures and strict financial control. Adapting is amongst the most important practices identified through this study. A leadership style that enables sustainability was specifically highlighted. Through semi-structured interviews, the researcher uncovered strategic practices of longstanding NPOs to identify the strategies that contribute to long-term survival. Leaders in different management positions shared detailed descriptions of their practices, which served as the data for this research. The data provided the opportunity to research the strategy from a practical perspective, and were confirmed by secondary documents. Using the strategy as practice paradigm, the researcher identified strategic practices within drivers of value and found them to be contributing toward sustainability. The strategic practices were then organised in themes and assertions toward the theory of sustainability regarding these service organisations. The practices influence the stages of the organisational life cycle in a collective system of practices, leading to identifying a phase within the life cycle that contributes to resilience and renewal to aid survival and sustainability. Implementation strategies in the organisations provide good governance inclusive of reporting adequately. They also provide good leadership to ensure stable personnel committed to working together as a team and establish a culture of fit-for-purpose in service delivery. Most important is adapting towards resilience in the short term and developing resources to provide financial stability. / Hierdie studie is in reaksie op die oproep om navorsing in breë kontekste onderneem. Dit is in die Suid-Afrikaanse sektor sonder winsoogmerk – organisasies sonder winsoogmerk (OSW’s) – in maatskaplike sorg onderneem. Die sektor sonder winsoogmerk word ook die Derde Sektor genoem. In hierdie navorsing word die strategie-as-praktykperspektief gevolg om strategieë in die sektor te verken. Die strategieë wat bestuurders en leiers van OSW’s formuleer om in ʼn veranderende en veeleisende omgewing hulle organisasies volhoubaar te bedryf en dienste te lewer, word ondersoek. OSW’s het met allerlei beperkings te kampe waaronder ʼn gebrek aan personeel, finansies, hulpbronne en vrywilligers benewens die immergroeiende vraag na maatskaplike sorg. Weens hierdie beperkings moet bestuurders van organisasies sonder winsoogmerk strategieë bedink en bepaalde praktyke toepas sodat hulle organisasies suksesvol en volhoubaar bedryf word. Die bevindings van hierdie studie bevestig die noodsaak van veerkrag om op die duur te oorlewe. Die bevindings laat blyk dat OSW’s hulle voortdurend by die eksterne en interne omgewing moet aanpas. Bestuurders openbaar veerkrag in die wyse waarop hulle hul organisasies bestuur en doelgemaakte dienste volgens die immerveranderende behoeftes van die samelewing lewer. Praktyke moet deur opleiding en heropleiding volgens veranderings aangepas word. Voorts moet noukeurig verslag gedoen word aan vennote en finansiers, en bestuurders moet aan die wet voldoen en streng finansiële bestuur toepas. Aanpasbaarheid is een van die belangrikste praktyke wat in hierdie studie aangetoon word, en nadruk word gelê op ʼn leierskapstyl wat volhoubaarheid vooropstel. Die navorser het halfgestruktureerde onderhoude oor die strategiese praktyke waaraan organisasies hul oorlewing te danke het, met gevestigde OSW’s gevoer. Leiers in verskillende bestuursposte het hulle praktyke uitvoerig beskrywe. Hulle beskrywings was die data vir hierdie studie. Die geldigheid van die data word in verskeie sekondêre dokumente gestaaf. Die bestuurspraktyke is uit ʼn praktiese oogpunt ondersoek. Volgens ʼn praktykparadigma is strategiese praktyke in waardedrywers aangetoon wat op grond van die bevindings tot volhoubaarheid bydra. Daarna is die strategiese praktyke volgens tema en stellings oor die volhoubaarheidsteorie rakende hierdie diensorganisasies gerangskik. Die praktyke beïnvloed die stadia van ʼn organisasie se lewensiklus in ʼn kollektiewe praktykstelsel. Gevolglik kan ʼn stadium in die lewensiklus geïdentifiseer word wat tot veerkrag en vernuwing bydra met die oog op oorlewing en volhoubaarheid. Die strategieë van die organisasies in hierdie studie kom neer op goeie bestuur en behoorlike verslagdoening. Bestuurders openbaar goeie leierskap, die bestendige personeel werk as ʼn span saam, en ʼn kultuur van doelgemaakte dienslewering heers in hierdie organisasies. Afgesien van aanpassing met die oog op veerkrag in die kort termyn, is die aanpassing en ontwikkeling van hulpbronne vir finansiële stabiliteit van die allergrootste belang. / Thutopatlisiso e tsibogela boikuelo jwa gore go nne le dipatlisiso tsa bokao jo bo anameng. Tota tota, thutopatlisiso e theilwe mo lephateng le le sa direng lotseno la Aforikaborwa – ditheo tse di sa direng lotseno (NPO) – mo tlhokomelong ya loago. Lephata le le sa direng lotseno le bidiwa gape Lephata la Boraro, mme patlisiso eno e tsere molemo wa togamaano-jaaka-tiragatso go tlhotlhomisa togamaano mo lephateng leno. Thutopatlisiso e batlisisa ka moo batsamaisi le baeteledipele ba diNPO tseno ba logang maano ka gona go tsweletsa ditheo le ditirelo tsa bona mo tikologong e e fetogang le e e lopang go le gontsi. Go tswelela go nna teng ga diNPO go amiwa ke ditlhaelo di le mmalwa tse di amanang le badiri, ditšhelete, ditlamelo, boithaopo, le go koketsego e e tswelelang pele ya topo ya tlhokomelo ya loago. Ditlhaelo tseno di tlhoka gore batsamaisi le baeteledipele ba ditheo tse di sa direng lotseng ba dire ditogamaano le ditiragatso go netefatsa katlego le go nnela ruri. Diphitlhelelo tsa thutopatlisiso di tlhomamisa botlhokwa jwa kgotlhelelo go tswelela go nna teng mo pakeng e e telele. Diphitlhelelo di supa gore diNPO di tlhoka go nna di itlwaetsa seemo sa kwa ntle le sa ka fa gare. Boeteledipele bo bona kgotlhelelo ka taolo le go tsweletsa ditirelo tse di maleba tsa ditlhokego tse di nnang di fetoga tsa setšhaba se bo se direlang. Ditiragatso di tshwanetse go tsibogela diphetogo ka katiso le katisosešwa, dipegelo tse di matsetseleko go balekane le batlamedi ba bangwe ba ditšhelete, le go obamela ditheo tsa taolo ka melao e e maleba le taolo e e tsepameng ya ditšhelete. Go itlwaetsa seemo go magareng ga ditiragatso tsa botlhokwatlhokwa tse di supilweng mo thutopatlisisong eno. Go sedimositswe thata boeteledipele jo bo kgontshang go nnela leruri. Ka dipotsolotso tse di batlileng di rulagane, mmatlisisi o upolotse ditiragatso tsa togamaano tsa diNPO tse di sa bolong go nna gona go supa ditogamaano tse di tshwaelang mo go tsweleleng go nna teng mo pakeng e e telele. Baeteledipele ba ba mo maemong a a farologaneng a boeteledipele ba neetse ditlhaloso ka botlalo malebana le ditiragatso tsa bona, tseo di dirileng jaaka data ya patlisiso eno. Data e tlametse ka tšhono ya go batlisisa togamaano ka mogopolo wa tiragatso mme e tlhomamisitswe ke dikwalo tse dingwe. Ka tiriso ya togamaano ya molebo wa tiragatso, go supilwe di tiragatso tsa togamaano mo ditsamaising tsa boleng mme go fitlhetswe di tshwaela mo go nneleng leruri. Morago go ne ga rulaganngwa ditiragatso tsa togamaano ka meono le dipolelo go ya kwa tioring ya go tswelela go nna teng malebana le ditheo tseno tsa tirelo. Ditiragatso di tlhotlheletsa magato a sediko sa botshelo jwa setheo mo thulaganyong e e kokoantsweng ya ditiragatso, mme di lebisa kwa goreng go supiwe mo sedikong sa botshelo, legato le le tshwaelang mo kgotlhelelong le ntshwafatsong go thusa go tswelela go nna teng leruri. Go diragadiwa ga ditogamaano tse di fitlhetsweng mo ditheong tsa thutopatlisiso eno di tlamela ka bolaodi jo bo siameng jo bo akaretsang go dira dipegelo ka tolamo. Gape go tlamela ka boeteledipele jo bo siameng go netefatsa gore go nna le badiri ba ba tsepameng e bile ba itlamile go dira mmogo jaaka setlhopha go tlhama setso se se siametseng tlamelo ya ditirelo. Sa botlhokwatlhokwa ke go itlwaetsa kgotlhelelo mo pakeng e e khutshwane le go itlwaetsa le go dira gore go nne le ditlamelo tsa tsepamo ya ditšhelete. / Business Management / Ph. D. (Management Studies)

Abstract in English, Tswana and Afrikaans / People who graduated from higher education, whether they attended classes on campus or studied via a distance mode of learning, have not only been educated but are also able to participate in and contribute positively to the political, social and economic forums in their immediate environments and within their country. Progressing through the higher education system successfully is not easy since there are many challenges to overcome. Students With Disabilities (SWD) face even greater challenges in making their way through the system to emerge triumphantly as graduates. Institutions of higher learning, including Open Distance eLearning (ODeL) facilities, must provide support to SWD in order to facilitate their learning experience so that they are better equipped to succeed. Therefore, it is vital to promote access to higher education for people with disabilities and to provide support, such as making assistive technologies and human services available, for SWD within ODeL institutions. This qualitative study was exploratory in nature and used a multiple case study research design in the chosen area to investigate the provision of support for SWD in the ODeL institution. Data were collected by means of semi-structured interviews and a document analysis, and these two methods of data gathering assisted with triangulation. The research findings revealed differences between the findings that were obtained through the responses received from teacher and staff member participants. The research findings also revealed differences between the findings that were obtained through the responses received from the participants, in general, and those obtained through the document analysis. The findings obtained through responses received from teacher participants showed that support for SWD was more evident at the school level than at the ODeL institution, that is, at the tertiary level of education. The document analysis of the policies of the ODeL institution revealed that the policies were general and did not specifically relate to the needs of SWD. At the same time, the findings in this dissertation of limited scope showed that the use of technology and the availability of assistive devices were more prominent at the school level than at the ODeL institution. / Batho ba ba alogang go tswa mo ditheong tse kgolwane tsa Thuto, ba tswa ba ka bo ba rutilwe le go ithuta ka go tsenela dikamuso (attending lecturers) mo khemphaseng kgotsa ba rutilwe le go ithuta ka thutotlhaeletsano, ga ba rutega fela mme ba kgona gape le go nna le seabe le go abelana ka tshiamo mo diforamong tsa sepolotiki, tsa seloago le tsa seikonomi mo ditikologong tse ba iphitlhelang ba le mo go tsona naga ka bophara. Go tsweletsa dithuto mo setheong sa thuto e kgolwane ka katlego ga go bonolo ka gonne go na le dikgwetlho di le dintsi tse o tshwanelwang ke go di fenya. Baithuti ba ba tshelang-ka-bogole (Students with disabilities -SWD) ba lebagane le dikgwetlho tse dikgolo thata mo setheong sa thuto e kgolwane, go ka ipona kwa bofelelong e le dialogane tse di atlegileng. Ditheo tsa thuto e kgolwane, go akaretsa le tsa tlamelo ya thutotlhaeletsano ka mafarafatlha ntle le maparego (ODeL), di tshwanelwa ke go tshegetsa SWD mo dithutung tsa bone gore batle ba atlege. Ka jalo, go botlhokwa go rotlweetsa phitlhelelo ya thuto e kgolwane go batho ba ba tshelang ka bogole le go ba tshegetsa, jaaka go ka ba direla le go ba neela thekenoloji tsa thuso le ditirelo tsa thuso-ka-batho. Tshegetse fela jaaka e tshwanetse go SWD ba ba mo ODeL. Patlisiso e ya khwaletatifi, e tlhametswe go utulola mme ebile e dirisitse mefuta e le mentsi ya go batlisisa ka ga mokgwa wa go tshegetsa SWD mo ODeL. Tshedimosetso kgotsa dinewane di kokoantswe ka go dirisa seripa sa dipotsolotso le go sekaseka tokamana, mme mekgwa e mebedi e, e thusitse ka go netefatsa diphitlheleo tse di bonweng. Diphitlhelelo tsa patlisiso di bontshitse dipharologano magareng ga diphitlhelelo tse di bonweng go tswa go barutabana kwa sekolong le go tswa go badiri kwa ODeL. Diphitlhelelo tsa patlisiso, di tlhagisitse gape dipharologano magareng ga diphitlhelelo tse di bonweng go tswa go banna-le-seabe, ka kakaretso, le tse di bonweng go tswa mo go sekasekeng tokamana. Diphitlhelelo tse di bonweng go tswa go barutabana, di bontshitse gore tshegetso ya SWD e tlhomame kwa sekolong go na le kwa ODeL, e leng setheo sa thuto e e kgolwane. Tshekatsheko ya tokomana ya dipholisi tsa ODeL, e bontsitse fa dipholisi e le tsa kakaretso fela mme di sa tote ka tlhamalalo ditlhokego tsa SWD. Go ntse go le jalo, diphitlhelelo tsa tlhotlhomisi e e lekanyeditsweng mothamo, di bontshitse fa tiriso ya thekenoloji le go nna teng ga didiriswa-thuso, di tlhomame kwa sekolong go na le kwa ODeL. / Mense wat aan hoëronderwysinstellings gradueer, of hulle klasse op kampus bygewoon het of deur 'n afstandsmetode van leer studeer het, is nie slegs onderrig nie, maar hulle kan ook deelneem aan en positief bydra tot die politieke, sosiale en ekonomiese forums in hul onmiddellike omgewing en in hul land. Dit is nie maklik om suksesvol deur die hoëronderwysstelsel te vorder nie, omdat daar baie struikelblokke is om te oorkom. Studente met gestremdhede (SMG) het selfs meer uitdagings om hul weg deur die stelsel te baan en triomfantlik as graduandi te verrys. Hoëronderriginstellings, insluitende oop e-afstandsleer (ODeL) -fasiliteite, moet ondersteuning aan SMG bied om hul leerervarings te fasiliteer sodat hulle beter toegerus is om sukses te behaal. Dit is daarom noodsaaklik om toegang tot hoër onderwys en ondersteuning aan mense met gestremdhede te bied, soos om hulptegnologieë en menslike dienste aan SMG in ODeL-instellings beskikbaar te stel. Hierdie kwalitatiewe studie was verkennend van aard en het 'n veelvoudige gevallestudie-ontwerp in die gekose veld gebruik om die voorsiening van ondersteuning aan SMG in 'n ODeL-instelling te ondersoek. Data is versamel deur semigestruktureerde onderhoude en 'n dokumentonleding; hierdie twee metodes van dataversameling het met triangulasie gehelp. Navorsingsbevindings het verskille aangedui tussen die data wat verkry is van die onderwyser en die van deelnemende personeellede se reaksies. Navorsingsbevindings het ook verskille aangedui tussen die data wat verkry is van deelnemers se reaksies oor die algemeen en die wat deur dokumentontleding verkry is. Die bevindings wat deur die onderwyserdeelnemers verkry is, het aangedui dat ondersteuning aan SMG duideliker op skoolvlak was as by die ODeL-instelling; dit is op tersiêre vlak van onderwys. Die dokumentontleding van die ODeL-instelling se beleide het aangedui dat die beleide algemeen was nie spesifiek met SWD se behoeftes verband hou nie. Terselfdertyd het die bevindings van hierdie verhandeling van beperkte omvang getoon dat die gebruik van tegnologie en die beskikbaarheid van hulptoestelle meer prominent was op skoolvlak as by die ODeL-instelling. / Curriculum and Instructional Studies / M. Ed. (Open Distance Learning)