Thesis(MEdPsych)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: Following the United Kingdoms of Great Britain Government's commitment to social
inclusion in the 1990s, dramatic changes have taken place in education policy. A large
amount of time and money has been invested into the development of inclusive practices, one
of the more recent programmes being the Learning Support Unit (LSU). The LSU
programme is seen as a way forward for social inclusion and now it is playing a growing role
in the context of national strategies to improve behaviour and attendance. As little evaluation
research has been done, this study aims to verify good practice in relation to the guidelines
set out by the Department for Education and Skills (DfES, 2002b) and identify whether the
LSU programme is truly an inclusive model. Given the commitment to inclusive education
the world over, this study also seeks to assess whether the LSU programme would work
within the South African Inclusive Education and Training Policy.
An interpretive approach was applied to the research undertaking a programme evaluation.
The qualitative techniques of interviewing, observations and discussions were used for data
collection. Interviews were conducted with LSU managers and their pupils, which were then
triangulated with data obtained from observations, informal and focus group discussions.
Using an interpretive approach allowed me to become immersed in the research process and
develop an intuitive feel for the subject. This enabled more effective verification of good
practice in use.
Interpreting the experiences and beliefs of LSU managers and their pupils in the London
Borough of Hillingdon has verified a range of good practices. It is particularly important that
LSUs are an extension of, and fully integrated into, whole school behaviour policy. The LSU
programme promotes social inclusion by offering in-school support to pupils with
behavioural, social and emotional development needs. These needs are addressed through a
short-term fixed period stay in the LSU while the pupils still engage in the curriculum and
their reintegration back into class facilitated. The LSU programme could compliment the
South African Inclusive Education and Training Policy by offering a viable programme to
address challenging behaviour in an inclusive manner. In conclusion, the LSUs have proved
to be effective in introducing social inclusion in schools. This is achieved through their
uniqueness, which allows them to target the greatest needs in their school. / AFRIKAANSE OPSOMMING: Onderwysbeleid in die Verenigde Koninkryk het dramatiese veranderinge ondergaan
ná die regering van die Verenigde Koninkryk se verbintenis tot sosiale insluiting in
die negentigerjare van die vorige eeu. 'n Groot hoeveelheid tyd en geld is bestee aan
die ontwikkeling van inklusiewe praktyke. Een van die jongste programme is die
Leerondersteuningseenheid (LSE). Die LSE-program word gesien as 'n stap vorentoe
in die rigting van sosiale insluiting en dit speel tans toenemend 'n rol in die bepaling
van nasionale strategieë vir die verbetering van gedrag en bywoning. Aangesien min
evalueringsnavorsing tot dusver gedoen is, beoog hierdie navorsing om goeie praktyk
in die lig van die riglyne soos uiteengesit deur die Departement van Onderwys en
Vaardighede van die Verenigde Koninkryk (DfES, 2002b) te ondersoek en om te vas
te stelof die LSE-program 'n waarlik inklusiewe model is. Met inagneming van die
verbintenis tot inklusiewe onderwys wêreldwyd, poog hierdie navorsing ook om te
bepaal of die LSE-program binne die Suid-Afrikaanse inklusiewe Onderwys- en
Opleidingsbeleid met sukses aangewend sou kon word.
'n Interpretatiewe benadering is gevolg met betrekking tot die navorsing waartydens
'n evaluering van die programme gemaak is. Die kwalitatiewe tegnieke van
onderhoudvoering, waarneming en bespreking is gebruik vir die insameling van data.
Onderhoude is gevoer met Leerondersteuningseenheid-bestuurders en hulle leerders,
wat dan weer getrianguleer is met data wat uit waarnemings, informele besprekings
en fokusgroep-besprekings verkry is. Die gebruik van 'n interpretatiewe benadering
het die navorser in staat gestelom verdiep te raak in die navorsingsproses en 'n
intuïtiewe aanvoeling vir die onderwerp te ontwikkel. Dit het doeltreffender
verifikasie van goeie praktyk wat tans gebruik word, moontlik gemaak.
Die interpretasie van die ervaringe en oortuigings van Leerondersteuningseenheidbestuurders
en hulle leerlinge in die distrik Hillingdon, Londen, het bewys gelewer
van 'n reeks goeie praktyke. Dit is veral belangrik dat die LSE-program 'n
uitbreiding is van geheelskool- gedragsbeleid, en ook ten volle daarin geïntegreer is.
Die LSE-program werk sosiale insluiting in die hand deur inskoolse ondersteuning
aan leerlinge met gedrags-, sosiale en emosionele ontwikkelingsbehoeftes te bied.
Daar word tydens 'n vasgestelde korttermynbywoning van die LSE na hierdie behoeftes omgesien terwyl die leerlinge steeds by die kurrikulum betrokke is en hulle
heropname in die klas gefasiliteer word. Die LSE-program sou as aanvulling tot die
Suid-Afrikaanse Beleid van Inklusiewe Onderwys en Opleiding kon dien deurdat dit
'n lewensvatbare program aanbied waardeur uitdagende gedrag op 'n inklusiewe wyse
aandag kry. Ten slotte kan genoem word dat die LSE-program as doeltreffend bewys
is by die invoer van sosiale insluiting in skole. Dit is vermag deur hulle
eensoortigheid waardeur die grootste behoeftes in die besondere skool bereik kan
word.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/50151 |
| Date | 04 1900 |
| Creators | Van Blerk, Daryl Anthony |
| Contributors | Newmark, R., 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 | 98 p. |
| Rights | Stellenbosch University |
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