Learners who are deaf and who are using the auditory oral approach are currently included in ordinary schools in South Africa. By default, most educators are not adequately trained to include these learners successfully. Transformation and train-ing, specific to the context of inclusive education, is thus undeniable.
Therefore, in order to address the development of full-service schools to include learners who are deaf and who are using the auditory oral approach, a literature study on the nature of inclusive education with the focus on full-service schools to include the mentioned learners, took place.
A qualitative study was conducted and data was gathered by interviews with six, learners, parents and educators. The findings were corroborated with the literature study with a view to addressing learner and system needs in order to include these learners successfully in a full-service school.
Based on the findings, recommendations are made to address the development of full-service schools to include the mentioned learners. / Educational Studies / M. Ed.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/1407 |
| Date | 30 November 2006 |
| Creators | Retief, Wilhelmina Francina |
| Contributors | Gericke, C. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (vi, 190 leaves), application/pdf |
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