3. Electronic Theses and Dissertations (ETDs) - All submissions
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Item Exploring the identities of progressed learners in four township schools: a phenomenological study(2021) Dlamini, Siboniso PhathumuziThe aim of the research on which this thesis is based was to identify learners’ perceptions regarding their progression from one grade to the next without meeting pass requirements in four mainstream secondary schools. To this end, the study sought to explore how progressed learners’ identities were shaped in an environment where they are considered to be ‘low’ performing learners. The study intended to offer learners in mainstream secondary schools settings a voice regarding being progressed, as well as to share their personal experiences on the implementation and practice of the progression policy which has led to the creation of the “progressed learners” identity. The participants of this qualitative study comprised four principals, four focus groups made up of five Grade 10 educators and 16 Grade 10 progressed learners, eight of whom were males and eight females from the four different schools. The study adopted a phenomenological approach in which the participants gave their lived experiences pertaining to the progression policy. The study briefly examined the nature and implementation of the progression policy in the South African context in relation to inclusive education internationally and locally. The primary finding of this qualitative study indicated that the experiences and voices of progressed learners are often overlooked by educators in mainstream secondary schools. Furthermore, the findings of this qualitative study indicated that both principals and educators have limited knowledge on the implementation of the progression policy which is inclusive in nature. From the findings it is evident that, given the dearth of knowledgeable principals and educators in the selected schools in the Gauteng province committed to the implementation of the progression policy, the Gauteng Department of Education needs to provide the requisite teacher training to pave the way for the implementation of the progression policy. Consequently, the current policies regulating the implementation of inclusive education in the Gauteng Province are in urgent need of review to create the best opportunities and ensure the best results for the learners concernedItem Silent exclusion (of learners) and democratic classrooms in post-apartheid South Africa: a critical analysis of inclusive education policy(2020) Seeko, LimakatsoThe post-apartheid South Africa has led to an introduction of inclusive education policy, thus arguing for inclusion of all learners in inclusive education. Nevertheless, silent exclusion of learners remains a challenge and a social problem to learners who are not participating, not deliberating including learners who are not represented in democratic classrooms in postapartheid South Africa. As a consequence, showing that there is a disjuncture between theory (inclusive education in post-apartheid South Africa) and practice (implementation of inclusive education in post-apartheid South African classrooms. Therefore, this mini-dissertation provides a critical analysis of inclusive education policy in post-apartheid South Africa. In specific terms, this mini-dissertation defends the inclusion of all learners by arguing that learners should be included in schools substantively. To put it bluntly, all learners should be active participants who make their own decisions during the teaching and learning process. In addition, learners should embark on public reasoning, be committed to rational norms, and have conversations with each other. By extension, leaners should also act substantively as one way of looking after each other’s interests by being critical of public institution and being able to influence reforms. Furthermore, this mini-dissertation maintains that substantive inclusion of leaners can be a more appropriate way of precluding silent exclusion of learners, as a consequence, bridging the gap between theory and practice.Item Inclusive education through the eyes of South African teachers(2018) Mbatha Stainbank, YolandaThis study explored the attitudes of teachers in three types of South African schools (Mainstream, Full-service, and Special school) towards inclusive education in relation to the support that they are receiving in the implementation of inclusive education in their respective schools. Participants in this study were selected purposively from mainstream, full-service, and special schools within the Johannesburg South district. Data in the research was collected through individual teacher interviews. Data obtained was interpreted using qualitative methods. Participants were coded (in relation to the type of school they are from) in order to ensure anonymity in the results. Data was analysed using Thematic Content Analysis. Thematic Content Analysis allowed the researcher to descriptively identify, analysis, and report themes. It involved the identifying of common themes throughout the text which describe significant aspects of the data in relation to the research question. The computer programme ATLAS was used in order to assist with the Thematic Analysis. Following the analysis of data it was found that the attitudes of mainstream and full-service teachers towards inclusive education are mostly negative in comparison to that of teachers in special schools as result to the discrepancies in the level of support each teacher receives to implement inclusive education (depending on the type of school they are in). The former has implication in terms of how effectively inclusive education is implemented in all schools in South Africa because in accordance to this study's findings support for teachers should not be based on only the type of school teachers are in but also the type of support teachers need individually. Also it was found that the ideals of inclusive education are not fully accepted by all stakeholders (more specifically the different units within the district) within the education department and this has influenced how teachers view the relevance of inclusive education policies. Considering the finding of the study, an exploration of how all stakeholders in the education system view and practice the policy of inclusive education is seemingly required in future research to better understand the state in which inclusive education is currently progressing in South Africa. Furthermore due to teachers being a major stakeholder in the implementation of inclusive education, it is important that continuous exploration on their attitudes and that which may influence their attitude towards inclusive education is done. Consequently, issues such as discrepancies in support towards teachers due to differences in types of school need to be further investigated.Item School-based support teams' experiences of the support that they provide within their schools(2016) Gaffney, TheonaThis study set out to investigate school-based support teams’ experiences of the support that they provide within their schools. School-based support teams have a key role in providing support to teachers and learners through consultation on classroom strategies, case management, referrals and decisions regarding resources within the school with the aim of identifying and addressing barriers to learning. This research specifically explores School-based support teams’ experiences of providing support in order to gain an understanding of the role that these teams play in schools. Data for this study was collected by conducting focus group interviews with 25 school-based support team members from 5 government primary schools in the Johannesburg East District. In addition, the head of each participating school-based support team completed a questionnaire. The data collected resulted in the generation of four main themes relating to school-based support teams’ experiences of providing support within their schools. These were: the functionality of school-based support teams specifically with regards to providing support within their schools, as well as the responsibilities and structure of school-based support teams; access to specialist support, and the District Based Support Team as well as parental involvement; collaboration and the benefits of collaboration; and finally the functionality of the District Based Support Team focussing on school infrastructure, and the involvement of District Based Support TeamsItem An investigation of the support offered by the institution level support team to the foundation phase teachers in a single school in Johannesburg.(2010-09-02) Tebid, Celyne AmbeckSome of the major difficulties encountered in embracing an inclusive education system are, lack of commitment, lack of resources as well as a poor understanding of how to support successful inclusion. The Education White Paper 6 (here after referred to as EWP6) states that, all children can learn, should be supported to learn and assured of equal and equitable education. The implementation of inclusion has been initiated by the EWP 6 (Department of Education, 2001) and is still in the process of developing the necessary education support services. At the school level, an institution level support team (ILST) should serve as a means of supporting learners experiencing learning difficulties. This study examined the perceptions of foundation phase teachers regarding the support they are getting from the ILST as well as finding out whether collaboration between the above mentioned bodies can help in addressing the issue of learner diversity in an inclusive classroom. The investigation was conducted at a school in the Northern suburb of Johannesburg. The foundation phase teachers and some members of the ILST were purposively included as participants. A case study design was chosen since this would allow for in-depth examination of the perceptions of foundation phase teachers regarding the support they are getting from their (ILST). The data collection process included questionnaires, oral follow up interviews, document analysis and observation. The data collected from the above sources has been analyzed according to themes and subthemes that emerged. The findings of the study show that, there is little or no collaboration between the foundation phase teachers and the ILST. It was also evident that the foundation phase teachers collaborate immensely amongst themselves in sharing ideas on how to support learners in their classrooms. Lastly, it was apparent that the support given to the foundation phase teachers was done solely by the learning support educator and not as a team with the other members of the ILST. The ILST on their part did not take time to actually define their roles in terms of how they would be functioning in rendering support to the foundation phase teachers. Based on the findings in this study, recommendations are made as to how to effectively support teachers as well as improve collaboration among all stake holders involved in inclusive practices.Item An ecosystemic approach to assessing barriers to learning : A case study in a South African public secondary school(2008-11-25T13:10:02Z) Blumenthal, NicoleRecent legislation in South Africa has changed education considerably, particularly in the move towards inclusive education. Previous educational provision in South Africa, as in many countries, assigned many learners with learning difficulties to segregated settings. Such placements tended to be based on the psycho-medical, intelligence-testing model of identifying learning difficulties. Much research has queried the effectiveness of this approach. However, as no alternative model has been researched, it was decided to research the effectiveness of using an ecosystemic approach in conjunction with a collaborative consultancy model as a method for identifying learning needs in high school learners in a South African public secondary school. Various methods of qualitative data collection were used during the intervention, and comparative analysis was employed to analyse the data. The findings of this study suggest that an ecosystemic approach used together with a collaborative consultancy approach to identify and understand learning diversity is a viable process in inclusive education contexts. However, it is acknowledged that a considerable body of research needs to be achieved before this finding can be considered conclusive. In addition, certain constraints to using this approach were acknowledged, and these include the time, expertise and money needed to facilitate the process successfully.Item Inclusive education of primary school aged children with Down Syndrome in Gauteng Province, South Africa.(2008-06-11T05:47:04Z) Klompas, Michelle ShanaThe study documented three case studies of primary school aged children with Down Syndrome attending ordinary public schools in Gauteng province, South Africa by employing an adapted ecosystemic model (Donald, Lazarus & Lolwana, 2002). Triangulation and content analysis was employed to analyse the data obtained from a parent questionnaire; parent, teacher and teaching assistant interviews; documented reports; school observations; an educator rating scale; a speech-language assessment and audiological screening. The study found that inclusive education had been successful for the participating children. Their communicative impairments impacted on the domains of communication, academic skills and socialization in the inclusive school context and had the greatest influence on their functioning in the ordinary school. The unique perceptions, attitudes and experiences of the children’s parents and educators were found to have a profound impact on the inclusive education process. The study found that systemic factors influencing inclusive education within the South African context acted as barriers and challenges to the successful inclusive education of the children and that their parents were the most influential and contributing force to the success of the process. Paramount implications for the systems and subsystems involved in the inclusive education process, clinical practice of Speech-Language Pathology and for the advancement of theory and research are discussed. A valuable proposed inclusive education process for the learner with Down Syndrome in the South African context is set out.