Thesis (MEd)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: This study was undertaken to identify key aspects related to the promotion of the
effective inclusion of a learner with Down Syndrome in a mainstream school and at the
same time to give close attention to the implementation of the principles of inclusive
education. The study was done over a period of four years in an Afrikaans medium
primary school in a large rural town. The Educational Management and Development
Centre (EMDC) in the region in which the school is situated is currently promoting and
implementing inclusive education and the proposals set out in the Education White
Paper 6. The findings of this study will be used to support and encourage this process
(also at grassroots level) as well as the inclusion of learners with Down Syndrome.
The study takes the form of a single case study and falls within an
interprevistlconstructivist paradigm. Qualitative research methods were used to
develop an understanding and an insight into the key aspects in order to promote the
successful inclusion of learners with Down Syndrome. The primary methods of
investigation were four individual interviews and one focus group interview with
educators. The data generated in this manner was verified by means of recent
literature, observations and available documents.
During the process of data analysis the data were reduced to four themes relating to
the inclusion of learners with Down Syndrome: attitudes and views with regard to
inclusion, the address of specific challenges with which mainstream education is
presented, specific strategies for promoting inclusion and the value that inclusion
holds for mainstream education. The findings show that the principles of inclusive
education and the educational practice associated with it do take into account the
barriers to learning and development that learners with Down Syndrome experience:
these barriers can be addressed within mainstream education. The key aspects
attached to this depend mainly on the attitudes and views of the school and parent
community, the address of the challenges such a learner presents, the use of specific
educational and teaching strategies to promote inclusion and the acknowledgment of
the value that inclusion holds for mainstream education. / AFRIKAANSE OPSOMMING: Hierdie studie is onderneem om die kernaspekte ter bevordering van effektiewe
insluiting van 'n leerder met Downsindroom in 'n hoofstroomskool te identifiseer en
terselfdertyd die implementering van die beginsels van inklusiewe onderwys onder
die loep te neem. Die studie is oor 'n tydperk van vier jaar in 'n Afrikaansmedium
laerskool op 'n groot plattelandse dorp onderneem. Die Onderwysbestuur- en
Ontwikkelingsentrum (OBOS) van die streek waarbinne die betrokke skool geleë is,
is besig om inklusiewe onderwys en die voorstelle soos in Onderwys Witskrif 6
uiteengesit aktief te bevorder en te implementeer. Die bevindinge van die studie sal
aangewend word ter ondersteuning en bevordering van hierdie proses (ook op
voetsoolvlak), sowel as die insluiting van ander leerders met Downsindroom.
Die studie het die vorm van 'n indiwiduele gevallestudie aangeneem en is vanuit 'n
interpretatiewe/konstruktiwistiese paradigma benader. Kwalitatiewe
navorsingsmetodes is aangewend ten einde begrip en insig te ontwikkelomtrent die
kernaspekte ter bevordering van effektiewe insluiting van leerders met
Downsindroom. Die primêre metode van ondersoek was vier indiwiduele
onderhoude en een fokusgroep onderhoud met opvoeders. Die data wat op hierdie
wyse gegenereer is, is aan die hand van resente literatuur, observasies en
beskikbare dokumente geverifieer.
Die proses van data-analise het die data tot vier temas met betrekking tot die
insluiting van 'n leerder met Downsindroom gereduseer, naamlik houdings en
sieninge ten opsigte van sodanige insluiting, die aanspreek van spesifieke
uitdagings wat aan hoofstroomonderwys gestel word, spesifieke strategieë om
insluiting te bevorder en die waarde wat insluiting tot hoofstroomonderwys toevoeg.
Die bevindinge dui daarop dat die beginsels van inklusiewe onderwys en
onderwyspraktyk daaraan verbonde, voorsiening maak dat die algemene
hindernisse tot leer en onwikkeling wat leerders met Downsindroom ondervind
effektief binne hoofstroomonderwys aangespreek kan word. Die kernaspekte hieraan verbonde berus hoofsaaklik op die houdings en sieninge van die skool- en
ouergemeenskap, die aanspreek van die uitdagings wat so In leerder stel, die
benutting van spesifieke onderwys- en onderrigstrategieë ter bevordering van
insluiting en die erkenning van die waarde wat die insluiting van In leerder met
Downsindroom tot hoofstroomonderwys toevoeg.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/50325 |
| Date | 04 1900 |
| Creators | Van der Merwe, Magriet |
| Contributors | Engelbrecht, P., Oswald, M. M., Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | af_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | xv, 212 p. : ill. |
| Rights | Stellenbosch University |
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