Uitkomsgebaseerde onderwys vir leerders met verstandelik erg-gestremdheid
| dc.contributor.advisor | Engelbrecht, P. | en_ZA |
| dc.contributor.advisor | Theron, M. J. | en_ZA |
| dc.contributor.author | Dorfling, Pieter Stephanus | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Education. Dept. of Specialising Education. | |
| dc.date.accessioned | 2011-11-22T08:29:10Z | |
| dc.date.available | 2011-11-22T08:29:10Z | |
| dc.date.issued | 2007-12 | |
| dc.description | Thesis (MEd)--University of Stellenbosch, 2007. | en_ZA |
| dc.description.abstract | ENGLISH ABSTRACT: Since 2001 an inclusive approach is being followed in education in South Africa. According to this approach all learners must be taught in one education system and according to the same curriculum, namely the National Curriculum Statement Grades R to 9 (Schools). To ensure that this outcomes-based curriculum is relevant and effective in the teaching of learners with a severe intellectual disability, it is important to evaluate the curriculum and to adapt it if necessary. Learners with a severe intellectual disability form a distinctive educational community marked by their high need for continuous support, specific educational strategies and appropriate learning content. In the past, these learners received their education outside the mainstream of education according to an own, appropriate curriculum. However, since 2004 they have been required to receive their education according to the National Curriculum Statement Grades R to 9 (Schools). The aim of this research was to establish the effectiveness and relevance of the National Curriculum Statement Grades R to 9 (Schools) in the education of learners with a severe intellectual disability. A mixed-method research design, which included a literature survey, an empirical, as well as focus group interviews, was applied. By means of the literature survey, the demands were determined that are made on the curriculum by learners with a severe intellectual disability, their parents, the community, and the work community. The demands that educators make on the curriculum were determined by means of an empirical survey. This survey revealed that outcomes-based education is not generally implemented in the 21 schools included in this study. These findings formed the basis on which curriculum evaluation criteria were developed and according to which the National Curriculum Statement Grades R to 9 (Schools) was evaluated. By applying these criteria it was established that in some instances the National Curriculum Statement Grades R to 9 (Schools) does not comply with the demands of the determinants. The deduction could however be made that the National Curriculum Statement Grades R to 9 (Schools) has sufficient adaptable built-in features to be effective and relevant for learners with a severe intellectual disability. Recommendations were made on how best to make the necessary adaptations. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING: In Suid-Afrika word sedert 2001 'n meer inklusiewe benadering tot onderrig gevolg. Hiervolgens moet alle leerders binne een onderwysstelsel volgens een kurrikulum, naamlik die Nasionale Kurrikulumverklaring Graad R tot 9 (Skole), onderrig word. Ten einde te verseker dat hierdie uitkomsgebaseerde kurrikulum relevant en doeltreffend is in die onderrig van leerders met verstandelik erg-gestremdheid is dit noodsaaklik om die kurrikulum te evalueer en dienooreenkomstig die bevindinge aan te pas, indien nodig. Leerders met verstandelik erg-gestremdheid vorm vanweë hul intellektuele vermoëns 'n duidelik herkenbare onderwysgemeenskap wat gekenmerk word deur hul behoefte aan deurlopende ondersteuning, spesifieke onderrigstrategieë en toepaslike leerinhoude. In die verlede het hul onderrig buite die hoofstroomonderwys geskied aan die hand van 'n eie, toepaslike kurrikulum, maar sedert 2004 moet hul onderrig ook volgens die Nasionale Kurrikulumverklaring Graad R tot 9 (Skole) geskied. Die doel van hierdie navorsing was om die doeltreffendheid en relevansie van die Nasionale Kurrikulumverklaring Graad R tot 9 (Skole) vir leerders met verstandelik erg-gestremdheid te bepaal. 'n Gemengde-navorsingsmetode-ontwerp wat 'n literatuuroorsig, 'n meningsopname asook fokusgroep-onderhoude ingesluit het, is gevolg. By wyse van die literatuurondersoek is die eise bepaal wat leerders met verstandelik erg-gestremdheid, hul ouers, die gemeenskap, en die werkgemeenskap aan die kurrikulum vir leerders met verstandelik erg-gestremdheid stel. Die eise wat opvoeders stel is deur middel van 'n empiriese ondersoek bepaal en dui aan dat uitkomsgebaseerde onderrig nie algemeen aangewend word in die 21 skole in die ondersoek nie. Aan die hand van hierdie bevindinge is kurrikulumevalueringskriteria ontwikkel waarmee die Nasionale Kurrikulumverklaring Graad R tot 9 (Skole) geëvalueer is. By die toepassing van die kriteria is gevind dat die Nasionale Kurrikulumverklaring Graad R tot 9 (Skole) in sekere opsigte nie behoorlik aan die eise van die determinante voldoen nie. Die gevolgtrekking is gemaak dat die Nasionale Kurrikulumverklaring Graad R tot 9 (Skole) egter genoeg aanpasbaarheidselemente het om doeltreffend en relevant te wees vir leerders met verstandelik erggestremdheid. Aanbevelings is gedoen oor hoe die aanpassings gemaak kan word. | af |
| dc.format.extent | 345 leaves : ill. | |
| dc.identifier.uri | http://hdl.handle.net/10019.1/17746 | |
| dc.language.iso | af | en_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | |
| dc.rights.holder | Stellenbosch University | |
| dc.subject | Children with mental disabilities -- Education -- South Africa -- Evaluation | en_ZA |
| dc.subject | Inclusive education -- South Africa -- Evaluation | en_ZA |
| dc.subject | Mainstreaming in education | en_ZA |
| dc.subject | Competency-based education -- Curricula -- Evaluation | en_ZA |
| dc.subject | Theses -- Education | en_ZA |
| dc.subject | Dissertations -- Education | en_ZA |
| dc.title | Uitkomsgebaseerde onderwys vir leerders met verstandelik erg-gestremdheid | af |
| dc.type | Thesis | en_ZA |