In this study, the attitude of foundation phase teachers to the inclusion of learners who experience barriers to learning in the education system was explored. The following were discussed about the problem: Clarification of the concepts, a profile of learners who experience barriers to learning and development, the research design, analysis of the research results and recommendations were made. From this core problem, four underlining sub-problems were identified, namely:
- Learners who experience barriers to learning are a heterogeneous group of learners.
- Teachers' knowledge of barriers to learning and development is inadequate.
- Teachers' attitude towards collaborative teaching and cooperative learning need to be addressed.
- An outcomes-based-education approach influences inclusive education.
It was found that teacher training in inclusive classrooms, barriers to learning, cooperative learning and collaborative teaching could enhance the attitude of teachers in inclusive education. When well planned for and maximizing the available resources, inclusive education can be a reality. / Educational Studies / M. Ed. (Special Needs Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/1952 |
| Date | 30 November 2004 |
| Creators | Mudau, Sondaha Petrus |
| Contributors | Hugo, A.J. (Prof.) |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (190 leaves) |
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