The purpose of this study is to explore the implementation of an IST in a rural primary school of Northern KZN. The ISTs within an inclusive education context have not existed in the said area, due in part to the way the district support structure was implemented. Previously, the main focus had been on psycho-educational assessment, which was done in a more traditional way, with no specific interventions after assessment. This, however, was not in accordance with the ex-KwaZulu Department of Education modus operandi. Although the Education Support Services (ESS) of the past era provided some support for learners with barriers to learning in Northern KZN, it was not enough. The research site is nestled in a valley amidst rocky land in Northern Zululand, with sparsely populated communities around the school. Acculturation, that is the absorption of other cultures, prevails among the local people, with influences noticeable in some community houses being built in the semi-urban style of neighbouring Swaziland and Mozambique. However, the majority of the community continue to live in traditional houses and the area still operates as a subsistence economy. This is evident along the roadsides, where there are a number of informal small business sites from which the local community sell their wild fruits, arts, crafts and/or firewood to passers-by, including tourists. Many learners assist their parents with these sales after school, over weekends and on public holidays. Some have large fields for growing vegetables, mealies and other crops. It is significant that the majority of the community is illiterate, with this becoming a challenge to the school because the same parents are expected to support their children with their schoolwork, as well as participating in the school activities. The cooperation between the home and the school should be improved, as many learners are not staying with their natural parents but with members of the extended family, including their grandparents. For much of the time these guardians (grandparents and care-givers) have their own personal commitments. The School Governing Body (SGB), including parent representatives, is instrumental in improving educator-parent relationships. / Mrs. O.R. Pettipher
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uj/uj:11902 |
| Date | 14 October 2008 |
| Creators | Mbatha, Philile Nomusa |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
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