A dissertation submitted in partial fulfillment of the requirements for the degree of Master of Arts (Clinical Psychology) in the Department of Psychology University of Zululand, 2002. / To provide equal access to education, it is required that children be placed in the least restrictive environment that will promote their academic and social development. Schools are therefore integrating learners with special education needs (LSEN) from segregated special education settings into mainstream schools. Educators play a crucial role in the integration process, thus knowledge of their attitudes is important.
The study focuses on the attitudes of educators towards LSEN and the attitudes of educators towards the integration of LSEN into mainstream schools.
A study of the literature was undertaken and guided by those insights a questionnaire was drawn up. This was distributed to educators and the information was statistically analyzed and presented. The questionnaire consisted of scales that measured attitudes. The relationship of educator attitudes to such educator variables as age, gender and experience in education was examined.
The study revealed that educators hold favourable attitudes to both LSEN and the integration of LSEN into the mainstream. It was also found that male educators hold more favourable attitudes than female educators. Educator variables, age and number of years teaching experience were found to not significantly effect attitudes.
Results from this study will enable programmes and policy implementation and development concerning the integration process of LSEN into the mainstream environment.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uzulu/oai:uzspace.unizulu.ac.za:10530/742 |
| Date | January 2002 |
| Creators | Williams, Samantha |
| Contributors | Makunga, N.V. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
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