Thesis (MEd)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: Education systems are in a constant change, more so now in the post-modern
global era that we live in. With change comes the stressors associated with it.
Some of us are able to cope while others are unable. This thesis focuses on the
effect of stress on educators who have learners with physical disabilities in their
classroom as well as the coping methods used by these educators to manage
these learners in the classroom. Participants were five female educators from
disadvantaged areas of the Western Cape. A qualitative research approach was
taken and the results indicate the following: Major stress experienced by
educators is caused by the fact that educators do not know how far to sustain, let
alone challenge an active learning environment, because of lack of experience
and relevant in-service training relating to learners with physical disabilities. It
was found that the nature of the disability and its severity influences the attitudes
of the educators in inclusive practice. The absence of communication or rather
the lack of information about the learner from the parent and other parties
involved caused stress amongst the participants. Participants identified that
improving their self-esteem was one of the key coping methods in dealing with
stress. It is clear that educators need some form collaborative support to know
they are on the right path or in order to progress in the right direction. / AFRIKAANSE OPSOMMING: Opvoedkundige stelsels is gedurig onderworpe aan verandering, veral tans in die
post-modêrne globale era waarin ons leef. Verandering word vergesel deur
stressors wat daarmee geassosieer word. Sommige van ons is instaat om
hierdie te hanteer en ander nie. Hierdie tesis fokus op die effek van stres op
opvoeders wat leerders met fisies gestremde in hul klaskamers het, asook die
hanteringsstrategieë wat deur hierdie opvoeders gebruik word om hierdie
leerders in die klaskamer te hanteer. Deelnemers was vyf vroulike opvoeders uit
agtergeblewe areas in die Wes-Kaap. 'n Kwalitatiewe navorsingsbenadering is
gevolg en resultate dui op die volgende. 'n Belangrike stressor wat deur
opvoeders ervaar word, is dat hulle nie weet hoe om 'n aktiewe leeromgewing te
volhou of uit te daag nie. Dit is die gevolg van 'n tekort aan ondervinding en
relevante indiensopleiding aangaande leerders met fisiese gestremdhede. Daar
is gevind dat die tipe en graad van gestremdheid die ingesteldheid van die
opvoeders in 'n inklusiewe praktyk beïnvloed. Die afwesigheid van
kommunikasie of liewer die gebrek aan informasie deur die ouer of ander
betrokke partye aangaande die leerder, het stres onder die deelnemers
veroorsaak. Deelnemers het die verbetering van hulle eie selfbeeld as 'n
belangrike hanteringstategie geïdentifiseer. Dit is duidelik dat opvoeders 'n vorm
van samewerking en ondersteuning benodig om te weet of hulle op die korrekte
weg is óf om hulle in die regte rigting te stuur.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/50107 |
| Date | 12 1900 |
| Creators | Davis, Fuad |
| Contributors | Engelbrecht, P., Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | vi, 116 p. : ill. |
| Rights | Stellenbosch University |
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