How can educators in the intermediate phase be empowered to cope with the demands they face in an inclusive classroom situation?

Bosman, Ysanne Bosman

Title: How can educators in the intermediate phase be empowered to cope with the demands they face in an inclusive classroom situation?
Creator: Bosman, Ysanne Bosman
Subject: Learning disabilities
Subject: Children with disabilities -- Education (Elementary)
Subject: Inclusive education
Subject: Teachers of problem children
Subject: Classroom management
Subject: Special education teachers -- Training of
Subject: Teachers -- Uganda
Date Issued: 2010
Date: 2010
Type: Thesis
Type: Masters
Type: MEd
Identifier: vital:9507
Identifier: http://hdl.handle.net/10948/1234
Identifier: Learning disabilities
Identifier: Children with disabilities -- Education (Elementary)
Identifier: Inclusive education
Identifier: Teachers of problem children
Identifier: Classroom management
Identifier: Special education teachers -- Training of
Identifier: Teachers -- Uganda
Description: The rationale of my research was to make sure that all learners are treated as equals in the education afforded to them. The researcher noticed that not all educators in mainstream schools facing learners experiencing learning problems could deal with the Curriculum and that many had difficulty in coping in an inclusive classrooms setting. Furthermore, the researcher noticed that many educators percieve that they did not have the knowledge and skills to identify and support learners experiencing learning problems. Consequently, the educators felt that they could not effectively help these learners in their learning progress. While the educators struggle to cope, learners ended up having to repeat a grade or being promoted to the next grade without having attained the neccesary skills yet. The researcher set out to research what the available literature stated about how educators could be empowered to cope with teaching learners experiencing learning problems in an inclusive classroom situation. For this research study, a qualitative approach was followed, as it best matched the type of interactive investigation considered necessary. Due to time, financial and resources constraints, purpose sampling was used as the most effective method of yielding data. The qualitative approach embraced a multi-perspective approach, in terms of which methods of data collection were used, such as collection questionnaires, conducting interviews and using observations. The researcher trusts that her understanding as presented in the research findings and the recommendations made will benefit not only herself, but will empower all educators coping with the stress of teaching learners experiencing learning problems and improving their skills and self-esteem in the educational environment.
Format: iii, 190 leaves
Format: pdf
Publisher: Nelson Mandela Metropolitan University
Publisher: Faculty of Education
Language: English
Rights: Nelson Mandela Metropolitan University

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