Masters Degrees (Education Policy Studies)

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Browsing Masters Degrees (Education Policy Studies) by browse.metadata.advisor "Engelbrecht, P."

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    Die implikasies van inklusiewe onderwys vir leerders wat verstandelik erg gestremd is
    (Stellenbosch : Stellenbosch University, 2003-12) McCallum, Godfrey Hans; Engelbrecht, P.; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
    ENGLISH ABSTRACT: Since the realization of a new democratic dispensation in South Africa, many changes took place politically, socially, economically and educationally. Before 1994 education in South Africa, was based on a political philosophy namely, apartheid. The provision of education was characterized by a fragmented system of different education departments with discriminatory practices by virtue of language, race, religion and disability. Education for learners with disabilities, which include intellectual disability, was provided by means of separate schools. The new Constitution and subsequent policy documents and legislation, laid the foundation for a uniform system of education in which the rights of the learner with disabilities, was acknowledged. Several recommendations and comments by role players on various policy documents contributed to the publishing of Education White Paper 6 Special Needs Education: Building an Inclusive Education and Training System, in July 2001 in which a framework for the implementation of inclusive education is given. Inclusive education is an effort to overcome the barriers within the learner and education system to provide quality education for all learners. This means that learners with severe intellectual disabilities should be accommodated in mainstream schools within mainstream classes. This has serious implications for these learners and various role players who are involved in the education of these learners. The purpose of this study was therefore to determine what implications inclusive education holds for learners with severe intellectual disabilities in an inclusive educational school. Information for this study, was obtained and analyzed by means of a qualitative research design and the methods of collecting data, included a review of literature, open-ended question and structured interviews with various role players. Data was analyzed using the constant comparative method. Findings in this study indicate that teachers in special schools are less positive about inclusive education for learners with intellectual disabilities with specific reference to these learners' complex emotional, physical and educational needs. Other participants indicated that inclusive education for these learners is possible, provided that the barriers caused by the complex nature of their needs, are successfully dealt with. This implies that special attention must be given to the training and support of teachers in an inclusive educational context, as well as the collaboration between role players and the provision of resources.
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    Die invloed van onderwysers se demokratiese waardes op hulle houding teenoor inklusiewe onderwys
    (Stellenbosch : Stellenbosch University, 2001-12) Oswald, Marietjie M.; Engelbrecht, P.; Steyn, J. C.; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
    ENGLISH ABSTRACT: Since 1994 the South African government has been committed to the transformation of the educational system driven by the process of democratisation. Inclusive education, as a recent initiative in education, finds its philosophical position within the niche created by the democratic ideal of freedom. equality and justice. Both the teacher and teacher training are key elements within the process of educational transformation. Successful transformation in the schools and classrooms depends upon a change of heart on the part of every teacher in the school. The establishment of a democratic way of life in learners and the successful implementation of inclusive education require that the whole school community, including the teachers, undergo a paradigm shift. The primary purpose of the study was to obtain a clear picture of the teachers' democratic values and their attitude to inclusive education as well as the relationship between their democratic/autocratic orientations and their attitude to inclusive education. The study was done using mainly qualitative research, but it also had a small quantitative component, which was limited to the data collection and data analysis phases. The research findings may be described as follows: • The participating teachers are still in a transitional phase on the road to the transformation of school and classroom practice and are resisting the renewal in education. • Although they find the philosophic underpinnings of inclusive education acceptable, they do not see themselves as ready for the implementation phase. • There is a significant correlation between the teachers' democratic/ autocratic orientations and their attitude to inclusive education. The findings of this study have critical implications for teacher training within a process of transformation, such as we are in at present. During an in-service training programme teachers should be brought to the point where they can place their own values, and attitudes under the microscope and to change them.