M.Ed. / The context of South African education is undergoing change with inclusion as a nationally constitutional imperative. Both mainstream and special school teachers are the key role-players in determining the quality of implementation of this new policy, and expected to embrace and to work in a new frame of reference. The purpose of this research was to investigate the perceptions of special school teachers involved in inclusive education in South Africa. In this study, teachers play an important role, as those responsible for working towards meeting the needs of all learners in the classroom. It is important to determine their perceptions and attitudes of inclusive education. Much of the literature on inclusive education policies focuses on the attitudes of principals and teachers in mainstream schools. This study described the experiences of special school teachers providing specialised remedial education for learners within the Greater Johannesburg area. The research design was qualitative in nature and data collection methods included individuals and group interviews. Purposeful sampling was used to select the participants. The findings from the data revealed that teachers in special schools are concerned about the lack of resources, inadequate training of special schools teachers, and the need for support and collaboration. The participants realize that they need to work together with teachers in the mainstream school, teachers in training, family, the community and specialists. Teachers, training institutions and policy implementers towards the facilitation of development and implementation of inclusion in South Africa may use the findings of this research to improve the existing inclusion practices in the schools. The results of this study indicate that the teachers in special schools have enough information about the theoretical aspects of inclusion but lack resources and support.

Master of Arts in Psychology by coursework and research report Department of Psychology University of the Witwatersrand 2017 / In South African communities, especially rural societies, people have little or no knowledge about intellectual disabilities (ID), their causes and how they affect specific individuals. Societies which are governed by cultural and religious norms have different perspectives with regards to ID, which can result in different experiences because of fear and/or negative attitudes towards a particular phenomenon frequently caused by a lack of information. In most societies, the key focus is on the child who is intellectually impaired in terms of his/her psychological wellbeing and little consideration is given to the wellbeing of the caregiver. This study aimed to explore the lived experiences of caregivers of intellectually impaired children in Mpumalanga Province, Bushbuckridge region taking into consideration the multiple factors which are involved when caring for children with intellectual disabilities. The study therefore aimed at discovering primary caregivers’ experiences, how they react to such experiences, as well as whether culture has an impact in the understanding of intellectual disabilities and attitudes towards individuals with intellectual disabilities. This study was qualitative utilising a phenomenological research design and interpretive phenomenological analysis to analyse the data collected. A purposive sample of nine primary caregivers whose children attended a special school in Bushbuckridge was interviewed. The primary caregivers were all females between 31 and 77 years of age. Only one primary caregiver had higher education and the other eight participants either did not have any basic education or did not complete matric. Semi-structured interviews which consisted of 22 questions about the demographic information of both caregiver and child, background, knowledge/awareness of intellectual disability as well as the psychological well-being of primary caregivers were conducted. Most caregivers indicated that they had experienced or are still experiencing psychological strain due to caring for a child with an intellectual disability. Despite this, some found the experiences fulfilling rather than a burden. The majority of primary caregivers had no knowledge of the appropriate professionals to consult who could help their children and themselves. The caregivers had very little knowledge about intellectual disabilities and their meaning in their different cultures. Most participants emphasised religion as some took their children to church for healing and some regarded their children as gifts from God. Participants reflected about the silence around ID in their communities. All participants mentioned their uncertainties with regard to their children’s education and their lives indicating that they would be open to help and guidance with this. Primary caregivers also expressed their financial strains. Overall, the study indicated that ID awareness in the rural areas must be conducted in terms of education and to support primary caregivers of children with ID. / MT2018

No description available.

Research suggests that individuals with autistic spectrum disorder (ASD) and learning disabilities (LD) experience difficulties in developing meaningful intimate relationships, and mainstream sex education is not adapted to meet their needs. However, ASD and LD frequently co-occur (ASD-LD), and findings suggest this population have unique needs, compared to those with ASD and LD. There is a paucity of research on how sex education should be adapted for individuals with ASD-LD. This study aimed to explore the views of 21 health and social care professionals, experienced in delivering sex education for adults with ASD-LD, on which characteristics of adults with ASD-LD should be considered when providing sex education, and what adaptations to sex education are thus required. To seek whether a group consensus between professionals could be gained, an electronic, three round, Delphi method was used. Findings showed that professionals agreed on the unique characteristics of adults with ASD-LD, and the various adaptations to sex education required, which differed for adults with ASD and LD. The most important characteristics and adaptations primarily related to; communication needs, cognitive and executive functions, social impairments, and sensory needs. The clinical and research implications of the findings are presented.

Thesis (M.S.)--Oregon State University, 1963. / Typescript. Includes bibliographical references (leaves 81-83). Also available on the World Wide Web.

Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaf [149]-156). Also available in print.

Thesis (Ph.D.)--University of Delaware, 2007. / Principal faculty advisor: Anne M. Boylan, Dept. of History. Includes bibliographical references.

Thesis (M.S.)--Eastern Illinois University. / Includes bibliographical references (leaves 40-47).

Thesis (M. Phil.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

No description available.