Thesis (MEd)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: In South African schools teachers are currently being expected to make major changes
in the way they understand teaching and learning in the process of adapting to an
entirely new curriculum like Curriculum 2005 or Outcomes Based Education
(Engelbrecht, Green, Naicker & Engelbrecht, 1999:70). Research asked the question
about what the needs of teachers are towards support to facilitate the implementation of
inclusive education in the Limpopo Province of South Africa.
A case study was conducted, the purpose being to inform support programmes for
teachers. The target population included a selected primary school, the Mutondo
Primary School in the Vuwani Area of the Limpopo Province. Participants included 20
voluntary teachers. A literature review was undertaken on the implementation of
inclusive education in South Africa. It indicated that teachers showed negative and
positive attitudes towards inclusive education in schools. It also showed that that
teachers needed support to facilitate positive change in their attitudes toward inclusion
in South Africa. Engelbrecht, Green, Naicker and Engelbrecht (1999:157) also
emphasised that support was crucial for teachers as they felt that they did not have
enough training in order to meet many challenges they come across.
The aims of the study was to identify the need for a support programme towards
inclusive education for teachers in the Vuwani Area of the Limpopo Province, to
provide information to teachers on the implementation of inclusive education and to
evaluate the needs for a support programme on the implementation of inclusive
education in this area.
Information was gathered at the hand of workshops with focus group interviews. The
main themes that emerged from the data was the number of learners in a class,
resources, the need for in-service training, a culture of respect and acceptance and a
flexible curriculum. Findings suggested that a support programme could implement the
policy of inclusive education more effectively when teachers' needs for training and
support were being met. / AFRIKAANSE OPSOMMING: In Suid-Afrika word dit tans van onderwysers verwag om groot veranderinge aan te
bring in die wyse waarop hulle onderrig en leer om sodoende te kan aanpas by 'n nuwe
kurrikulum soos Kurrikulum 2005 of Uitkomsgebasseerde Onderwys (Engelbrecht,
Green, Naicker & Engelbrecht, 1999:70). Hierdie stuk navorsing vra die vraag oor die
behoeftes van onderwysers ten opsigte ondersteuning om die implimentering van
inklusiewe onderwys binne die Limpopo Provinsie van Suid-Afrika te fasiliteer.
'n Gevallestudie is onderneem met as doelom inligting te verskaf ten opsigte van 'n
ondersteuningsprogram vir onderwysers. Die teikenbevolking het ingesluit 'n
geselekteerde primêre skool in die Vuwani gebied van die Limpopo Provinsie, naamlik
die Mutondo Primêre Skool. Deelnemers het 20 vrywillige onderwysers ingesluit. 'n
Literatuurstudie is onderneem oor die implimentering van inklusiewe onderwys binne
Suid-Afrika. Dit het getoon dat onderwysers beide positiewe en negatiewe houdings
openbaar teenoor inklusiewe onderwys binne skole. Dit het verder aangetoon dat
onderwysers ondersteuning benodig ten opsigte van die fasilitering van positiewe
veranderings in hul houdings jeens inklusiewe onderwys in Suid-Afrika. Engelbrecht,
Green, Naicker en Engelbrecht (1999: 157) beklemtoon dat ondersteuning uiters
belangrik is vir onderwysers aangesien hulle voel dat hulle nie genoegsame opleiding
het om nuwe uitdagings aan te spreek nie.
Doelwitte binne hierdie studie het ingesluit die identifisering van die behoefte aan 'n
ondersteuningsprogram vir onderwysers binne die Vuwani area van die Limpopo
Provinsie, die deurgee van inligting aan onderwysers rakende inklusiewe onderwys en
die evaluering van behoeftes vir 'n ondersteuningsprogram rakende die implimentering
van inklusiewe onderwys in hierdie gebied.
Data is ingesamel aan die hand van werkswinkels met fokusgroeponderhoude. Die
hooftemas wat uit die navorsing na vore getree het, was die aantalleerders binne klasse,
hulpmiddele, die behoefte van indiensopleiding, 'n kultuur van respek en aanvaarding
en laastens 'n buigsame kurrikulum. In kort is bevind dat 'n ondersteuningsprogram die
implimentering van inklusiewe onderwys kan vergemaklik.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/50161 |
| Date | 04 1900 |
| Creators | Makhavhu, Thanyani Selinah |
| Contributors | Newmark, R., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | 92 p. |
| Rights | Stellenbosch University |
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