Thesis (MEd (Educational Psychology))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: The HIV/AIDS pandemic presents many challenges to education in South Africa. The
National Department of Education declared itself a central player in addressing the
many challenges presented by HIV/AIDS. An important challenge relates to an increase
in learners that experience barriers to learning and development in schools and
classrooms. Education White Paper 6 of 2001 (Department of Education, 2001)
emphasised that the implementation of inclusive education in schools should take the
incidence and impact of HIV/AIDS into consideration and that learners with HIV/AIDS
should be included into schools and given the necessary support to ensure quality
learning. To successfully include and support learners with HIV/AIDS, principals and
teachers should hold positive perceptions on the inclusion of these learners in schools
and classrooms. Before strategies and techniques on how to support learners with
HIV/AIDS can therefore be developed effectively, principals' and teachers' perceptions
on the inclusion of these learners should be explored.
This qualitative study was designed to explore the perceptions of principals and teachers
on the inclusion of learners with HIV/AIDS in mainstream schools and classrooms. The
research was done within an interpretative paradigm. A qualitative research
methodology was employed with purposive sampling of participants, semi-structured
individual interviews and constant comparative analysis.
Research findings indicate that learners with HIV/AIDS as a chronic illness were
accommodated in mainstream schools and classrooms in the community under
investigation. The findings also suggest that positive attitudes would result in
meaningful relationships between teachers, learners and parents. The findings
furthermore indicate that certain teachers, especially those working in schools in the
senior and further education phases in the specific community, should develop more
positive perceptions of learners with HIV/AIDS in order to render appropriate support
and care. Knowledge and training were found to be lacking. The transdisciplinary
approach to support with its emphasis on collaboration across boundaries was seen as
the most appropriate approach in addressing the diverse needs of all learners with
HIV/AIDS.
v / AFRIKAANS OPSOMMING: Die MIV/vigs-pandemie skep baie uitdagings vir die onderwys in Suid-Afrika. Die
Nasionale Departement van Onderwys het verklaar dat dit sentrale rolspeler is in die
aanspreek van die vele uitdagings wat MIV/vigs bied. Een belangrike uitdaging in skole
en klaskamers hou verband met toename in leerders wat hindernisse tot leer en
ontwikkeling ervaar. Die Onderwyswitskrif 6 van 2001 (Departement van Onderwys,
2001) het beklemtoon dat in die implementering van inklusiewe onderwys in skole, die
voorkoms en impak van MIV/vigs in aanmerking moet neem en dat leerders met
MIV/vigs in skole ingesluit moet word. Dit beveel voorts aan dat hulle die nodige
ondersteuning moet kry om gehalte-onderwys te verseker. Ten einde leerders met
MIV/vigs suksesvol in te sluit en hulle te ondersteun moet skoolhoofde en onderwysers
positiewe persepsies huldig oor die insluiting van hierdie leerders. Voordat strategieë en
tegnieke om leerders met MIV/vigs in skole en klaskamers te ondersteun effektief
ontwikkel kan word, moet skoolhoofde en onderwysers se persepsies omtrent die
insluiting van hierdie leerders eers ondersoek word.
Hierdie kwalitatiewe ondersoek is ontwerp om die persepsies van skoolhoofde en
onderwysers oor die insluiting van leerders wat met MIV/vigs geïnfekteer is in
hoofstroomskole en -klaskamers te ondersoek. Die navorsing is binne interpretatiewe
paradigma gedoen. Kwalitatiewe navorsingsmetodologie is gebruik met doelgerigte
steekproefneming van deelnemers, semi-gestruktureerde individuele onderhoude en
konstant-vergelykende analise.
Navorsingsbevindings het aangetoon dat die gemeenskap wat ondersoek is leerders met
MIV/vigs as chroniese siekte in hoofstroomskole en-klaskamers akkommodeer. Dit het
ook uit die bevindings geblyk dat positiewe houding betekenisvolle verhoudings
tussen onderwysers, leerders en ouers tot gevolg sou hê. Die bevindings het verder
aangetoon dat sekere onderwysers, veral diegene wat in skole in die senior en
voortgesette onderwysfases in die besondere gemeenskap werk, meer positiewe
persepsies moet ontwikkel van leerders met MIV/vigs ten einde toepaslike
ondersteuning en sorg te verskaf. Daar is bevind dat kennis en opleiding ontbreek. Die
transdissiplinêre benadering tot ondersteuning, met sy klem op samewerking oor grense
heen, is gesien as die toepaslikste benadering in die aanspreek van die diverse behoeftes
van alle leerders met MIV/vigs.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/1909 |
| Date | 12 1900 |
| Creators | Thobela, Nompapa Regina |
| Contributors | Oswald, Marietjie, University of Stellenbosch. Faculty of Education. Dept. of Educational Psychology. |
| Publisher | Stellenbosch : University of Stellenbosch |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | Unknown |
| Type | Thesis |
| Rights | University of Stellenbosch |
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