The perceptions of principals and teachers of learners with HIV/Aids

Thobela, Nompapa Regina (2009-12)

Thesis (MEd (Educational Psychology))--University of Stellenbosch, 2009.

Thesis

ENGLISH ABSTRACT: The HIV/AIDS pandemic presents many challenges to education in South Africa. The National Department of Education declared itself a central player in addressing the many challenges presented by HIV/AIDS. An important challenge relates to an increase in learners that experience barriers to learning and development in schools and classrooms. Education White Paper 6 of 2001 (Department of Education, 2001) emphasised that the implementation of inclusive education in schools should take the incidence and impact of HIV/AIDS into consideration and that learners with HIV/AIDS should be included into schools and given the necessary support to ensure quality learning. To successfully include and support learners with HIV/AIDS, principals and teachers should hold positive perceptions on the inclusion of these learners in schools and classrooms. Before strategies and techniques on how to support learners with HIV/AIDS can therefore be developed effectively, principals' and teachers' perceptions on the inclusion of these learners should be explored. This qualitative study was designed to explore the perceptions of principals and teachers on the inclusion of learners with HIV/AIDS in mainstream schools and classrooms. The research was done within an interpretative paradigm. A qualitative research methodology was employed with purposive sampling of participants, semi-structured individual interviews and constant comparative analysis. Research findings indicate that learners with HIV/AIDS as a chronic illness were accommodated in mainstream schools and classrooms in the community under investigation. The findings also suggest that positive attitudes would result in meaningful relationships between teachers, learners and parents. The findings furthermore indicate that certain teachers, especially those working in schools in the senior and further education phases in the specific community, should develop more positive perceptions of learners with HIV/AIDS in order to render appropriate support and care. Knowledge and training were found to be lacking. The transdisciplinary approach to support with its emphasis on collaboration across boundaries was seen as the most appropriate approach in addressing the diverse needs of all learners with HIV/AIDS. v

AFRIKAANS OPSOMMING: Die MIV/vigs-pandemie skep baie uitdagings vir die onderwys in Suid-Afrika. Die Nasionale Departement van Onderwys het verklaar dat dit sentrale rolspeler is in die aanspreek van die vele uitdagings wat MIV/vigs bied. Een belangrike uitdaging in skole en klaskamers hou verband met toename in leerders wat hindernisse tot leer en ontwikkeling ervaar. Die Onderwyswitskrif 6 van 2001 (Departement van Onderwys, 2001) het beklemtoon dat in die implementering van inklusiewe onderwys in skole, die voorkoms en impak van MIV/vigs in aanmerking moet neem en dat leerders met MIV/vigs in skole ingesluit moet word. Dit beveel voorts aan dat hulle die nodige ondersteuning moet kry om gehalte-onderwys te verseker. Ten einde leerders met MIV/vigs suksesvol in te sluit en hulle te ondersteun moet skoolhoofde en onderwysers positiewe persepsies huldig oor die insluiting van hierdie leerders. Voordat strategieë en tegnieke om leerders met MIV/vigs in skole en klaskamers te ondersteun effektief ontwikkel kan word, moet skoolhoofde en onderwysers se persepsies omtrent die insluiting van hierdie leerders eers ondersoek word. Hierdie kwalitatiewe ondersoek is ontwerp om die persepsies van skoolhoofde en onderwysers oor die insluiting van leerders wat met MIV/vigs geïnfekteer is in hoofstroomskole en -klaskamers te ondersoek. Die navorsing is binne interpretatiewe paradigma gedoen. Kwalitatiewe navorsingsmetodologie is gebruik met doelgerigte steekproefneming van deelnemers, semi-gestruktureerde individuele onderhoude en konstant-vergelykende analise. Navorsingsbevindings het aangetoon dat die gemeenskap wat ondersoek is leerders met MIV/vigs as chroniese siekte in hoofstroomskole en-klaskamers akkommodeer. Dit het ook uit die bevindings geblyk dat positiewe houding betekenisvolle verhoudings tussen onderwysers, leerders en ouers tot gevolg sou hê. Die bevindings het verder aangetoon dat sekere onderwysers, veral diegene wat in skole in die senior en voortgesette onderwysfases in die besondere gemeenskap werk, meer positiewe persepsies moet ontwikkel van leerders met MIV/vigs ten einde toepaslike ondersteuning en sorg te verskaf. Daar is bevind dat kennis en opleiding ontbreek. Die transdissiplinêre benadering tot ondersteuning, met sy klem op samewerking oor grense heen, is gesien as die toepaslikste benadering in die aanspreek van die diverse behoeftes van alle leerders met MIV/vigs.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/1909
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