The implementation of inclusion policy for learners with special education needs: a case study of four primary schools in the Grahamstown District
- Authors: Shadaya, Girlie
- Date: 2012
- Subjects: Education and state -- South Africa , Inclusive education -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Education, Primary -- South Africa -- Eastern Cape , Children with disabilities -- Education -- South Africa -- Eastern Cape , Special education -- South Africa -- Eastern Cape , Grahamstown (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16183 , http://hdl.handle.net/10353/d1006239 , Education and state -- South Africa , Inclusive education -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Education, Primary -- South Africa -- Eastern Cape , Children with disabilities -- Education -- South Africa -- Eastern Cape , Special education -- South Africa -- Eastern Cape , Grahamstown (South Africa)
- Description: Inclusion is successful when all stakeholders in the education system accept the challenge to work together and to do their fair share of educating all children. Although the teacher has been placed at the heart of the system as a key person in shaping inclusion, the district office (Department of Education), schools, teachers and parents must engage in collaborative team-driven decision making that is focused on interventions designed to enhance social outcomes for learners. The aim of this study was to assess the implementation of the inclusion policy for learners with special education needs. This study made use a mixed method research approach which engaged both qualitative and quantitative research methodologies. A total of twenty primary school teachers filled a questionnaire that had three parts: (i) Teacher demographics, (ii) Instructional modifications and (iii) Teaching strategies. Interviews, documents and observations were also used to collect data. Data was analysed by statistical and non-statistical procedures. Results showed that the inclusion policy is being implemented in schools. However, there are challenges that are being faced. For one, teachers have not received adequate training with regards to inclusive education. Staff development workshops to try and address this challenge are minimal, there is not enough collaboration being demonstrated by the different stakeholders with regards to support and monitoring the implementation process. The study recommends that all teachers and other personnel in the school receive adequate training. Also, the need for support must be met. Further studies could consider attitudes to inclusive education and the relationship between learner success and teacher preparedness in inclusive educational models.
- Full Text:
- Date Issued: 2012
- Authors: Shadaya, Girlie
- Date: 2012
- Subjects: Education and state -- South Africa , Inclusive education -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Education, Primary -- South Africa -- Eastern Cape , Children with disabilities -- Education -- South Africa -- Eastern Cape , Special education -- South Africa -- Eastern Cape , Grahamstown (South Africa)
- Language: English
- Type: Thesis , Masters , M Ed
- Identifier: vital:16183 , http://hdl.handle.net/10353/d1006239 , Education and state -- South Africa , Inclusive education -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Education, Primary -- South Africa -- Eastern Cape , Children with disabilities -- Education -- South Africa -- Eastern Cape , Special education -- South Africa -- Eastern Cape , Grahamstown (South Africa)
- Description: Inclusion is successful when all stakeholders in the education system accept the challenge to work together and to do their fair share of educating all children. Although the teacher has been placed at the heart of the system as a key person in shaping inclusion, the district office (Department of Education), schools, teachers and parents must engage in collaborative team-driven decision making that is focused on interventions designed to enhance social outcomes for learners. The aim of this study was to assess the implementation of the inclusion policy for learners with special education needs. This study made use a mixed method research approach which engaged both qualitative and quantitative research methodologies. A total of twenty primary school teachers filled a questionnaire that had three parts: (i) Teacher demographics, (ii) Instructional modifications and (iii) Teaching strategies. Interviews, documents and observations were also used to collect data. Data was analysed by statistical and non-statistical procedures. Results showed that the inclusion policy is being implemented in schools. However, there are challenges that are being faced. For one, teachers have not received adequate training with regards to inclusive education. Staff development workshops to try and address this challenge are minimal, there is not enough collaboration being demonstrated by the different stakeholders with regards to support and monitoring the implementation process. The study recommends that all teachers and other personnel in the school receive adequate training. Also, the need for support must be met. Further studies could consider attitudes to inclusive education and the relationship between learner success and teacher preparedness in inclusive educational models.
- Full Text:
- Date Issued: 2012
The general development and cognitive ability of a sample of children in specialized education
- Authors: Andrews, Samantha Lee
- Date: 2011
- Subjects: Special education -- South Africa -- Eastern Cape , Children with disabilities -- Education -- South Africa -- Eastern Cape , Child development -- Study and teaching -- South Africa , Griffiths Development Scales
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9951 , http://hdl.handle.net/10948/d1015714
- Description: The main aim of this study was to explore and describe the development and cognitive ability of a sample of children aged six to eight enrolled in specialised education, in the category of specific learning disability (SLD). This was achieved through the utilization of the Griffiths-Mental Development Scales – Extended Revised, the Wechsler Intelligence Scales for Children – Fourth Edition and input from the trans-disciplinary team. A non-probability, purposive sampling method was employed and the sample consisted of eight participants. The multiple case study method was used in order to achieve the aim of the study. Both qualitative and quantitative data were incorporated to provide a holistic description of the participants. Quantitative data was obtained from the Griffiths-Mental Development Scales – Extended Revised, the Wechsler Intelligence Scales for Children – Fourth Edition while qualitative data was obtained from the Biographical Questionnaire, input from members of the trans-disciplinary team, data from the participants‟ archives as well as clinical observations made during the assessment process. The data was analysed according to the domains of childhood development.The results obtained revealed that the general development of the sample as measured by the Griffiths-Mental Development Scales – Extended Revised was average. The Eye and Hand Co-ordination Subscale was the most problematic for the participants. The majority of the sample obtained below average scores on the Wechsler Intelligence Scales for Children – Fourth Edition‟s full scale IQ (FSIQ). The Verbal Reasoning Index and the Working Memory Index yielded the lowest scores amongst the sample. The results indicated that the majority of the participants are stronger with non-verbal as opposed to verbal reasoning. The study revealed that the two measures, the Griffiths-Mental Development Scales – Extended Revised, the Wechsler Intelligence Scales for Children – Fourth Edition complement one another. The developmental and intellectual nature of the measures allow for gaps left by the one measure to be filled by the other. The study highlighted the importance of gaining information from the trans-disciplinary team and not relying purely on psychometric measures. It was made clear through the study that deficits often exist that are not picked up by assessment measures alone. In order to gain a comprehensive, holistic picture of a child, one needs to consult a variety of sources. Questions regarding the classification system of high needs learners as well as the current system of specialised education were raised.
- Full Text:
- Date Issued: 2011
- Authors: Andrews, Samantha Lee
- Date: 2011
- Subjects: Special education -- South Africa -- Eastern Cape , Children with disabilities -- Education -- South Africa -- Eastern Cape , Child development -- Study and teaching -- South Africa , Griffiths Development Scales
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9951 , http://hdl.handle.net/10948/d1015714
- Description: The main aim of this study was to explore and describe the development and cognitive ability of a sample of children aged six to eight enrolled in specialised education, in the category of specific learning disability (SLD). This was achieved through the utilization of the Griffiths-Mental Development Scales – Extended Revised, the Wechsler Intelligence Scales for Children – Fourth Edition and input from the trans-disciplinary team. A non-probability, purposive sampling method was employed and the sample consisted of eight participants. The multiple case study method was used in order to achieve the aim of the study. Both qualitative and quantitative data were incorporated to provide a holistic description of the participants. Quantitative data was obtained from the Griffiths-Mental Development Scales – Extended Revised, the Wechsler Intelligence Scales for Children – Fourth Edition while qualitative data was obtained from the Biographical Questionnaire, input from members of the trans-disciplinary team, data from the participants‟ archives as well as clinical observations made during the assessment process. The data was analysed according to the domains of childhood development.The results obtained revealed that the general development of the sample as measured by the Griffiths-Mental Development Scales – Extended Revised was average. The Eye and Hand Co-ordination Subscale was the most problematic for the participants. The majority of the sample obtained below average scores on the Wechsler Intelligence Scales for Children – Fourth Edition‟s full scale IQ (FSIQ). The Verbal Reasoning Index and the Working Memory Index yielded the lowest scores amongst the sample. The results indicated that the majority of the participants are stronger with non-verbal as opposed to verbal reasoning. The study revealed that the two measures, the Griffiths-Mental Development Scales – Extended Revised, the Wechsler Intelligence Scales for Children – Fourth Edition complement one another. The developmental and intellectual nature of the measures allow for gaps left by the one measure to be filled by the other. The study highlighted the importance of gaining information from the trans-disciplinary team and not relying purely on psychometric measures. It was made clear through the study that deficits often exist that are not picked up by assessment measures alone. In order to gain a comprehensive, holistic picture of a child, one needs to consult a variety of sources. Questions regarding the classification system of high needs learners as well as the current system of specialised education were raised.
- Full Text:
- Date Issued: 2011
'n Studie van die houding en gesindheid teenoor spesiale onderwys soos geopenbaar deur 'n groep ouers van spesiale klas-leerlinge in Oos-Kaapland
- Bouwer, Jeremia Cornelius Esias
- Authors: Bouwer, Jeremia Cornelius Esias
- Date: 1979
- Subjects: Special education -- South Africa -- Eastern Cape
- Language: Afrikaans
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1361 , http://hdl.handle.net/10962/d1001427
- Description: Die weerstand wat ouers soms teen Spesiale Onderwys bied, kan stremmend inwerk op leerlinge. Om insig in die gesindheid van ouers van Spesiale Klas-Ieerlinge te verkry, is 'n gewysigde vorm van die Thurston Sentence Completion Form gebruik. Die vorms is deur ouers van leerlinge in 'n aantal Spesiale Klasse in Oos-Kaapland voltooi en die response is in positiewe en negatiewe reaksies ingedeel. Ook is elke item ontleed. Daar is tot die gevolgtrekking gekom dat die meeste ouers tog weI positief ingesteld is teenoor Spesiale Onderwys en inderdaad erkenning verleen aan die werk wat in die klasse gedoen word. Die behoefte aan 'n nouer skakeling tussen die betrokke ouers en die skole het duidelik na vore gekom
- Full Text:
- Date Issued: 1979
- Authors: Bouwer, Jeremia Cornelius Esias
- Date: 1979
- Subjects: Special education -- South Africa -- Eastern Cape
- Language: Afrikaans
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1361 , http://hdl.handle.net/10962/d1001427
- Description: Die weerstand wat ouers soms teen Spesiale Onderwys bied, kan stremmend inwerk op leerlinge. Om insig in die gesindheid van ouers van Spesiale Klas-Ieerlinge te verkry, is 'n gewysigde vorm van die Thurston Sentence Completion Form gebruik. Die vorms is deur ouers van leerlinge in 'n aantal Spesiale Klasse in Oos-Kaapland voltooi en die response is in positiewe en negatiewe reaksies ingedeel. Ook is elke item ontleed. Daar is tot die gevolgtrekking gekom dat die meeste ouers tog weI positief ingesteld is teenoor Spesiale Onderwys en inderdaad erkenning verleen aan die werk wat in die klasse gedoen word. Die behoefte aan 'n nouer skakeling tussen die betrokke ouers en die skole het duidelik na vore gekom
- Full Text:
- Date Issued: 1979
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