The attitude of educators towards assessment in schools where learners with barriers are included: a case study

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dc.contributor.advisor Newmark, Rona en_ZA
dc.contributor.author Maluma, T. R. en_ZA
dc.contributor.other University of Stellenbosch. Faculty of Education. Dept. of Educational Psychology.
dc.date.accessioned 2009-03-03T10:56:34Z en_ZA
dc.date.accessioned 2010-06-01T08:59:11Z
dc.date.available 2009-03-03T10:56:34Z en_ZA
dc.date.available 2010-06-01T08:59:11Z
dc.date.issued 2009-03
dc.date.submitted en_ZA
dc.identifier.uri http://hdl.handle.net/10019.1/2821
dc.description Assignment (MEd (Educational Psychology))--Universsity of Stellenbosch, 2009.
dc.description.abstract Within the movement towards an inclusive society in South Africa, learners experiencing learning barriers are included in mainstream schools. With the inclusion of these learners, there seems to be a trend of learners repeating the same grade more than twice. There seems to be a problem with regard to assessment in classrooms where these learners are present, which could be related to teachers' skills and attitudes. This is a problem found in Venda, Limpopo Province in the Dzindi circuit. Learners experiencing learning barriers in this circuit are not assessed as prescribed by the assessment policy and the draft guideline for the implementation of inclusive education (second draft). The background of Venda rural communities has an influence on educators' attitudes towards assessment of these learners. This study investigates the attitudes of educators towards assessment of learners who have been enrolled in the three primary schools. The research was conducted at three primary schools in the Dzindi Circuit, Limpopo. A qualitative approach was used and the results of this study indicate that educators would prefer to assess non-disabled learners rather than learners with learning barriers. Educators feel that they are inadequately trained, and therefore do not possess the necessary knowledge and skills for assessing learners with barriers in their classroom. School-based in-service training should be introduced to prepare all qualified educators for this task. Specialized training should be introduced into every training program, aimed at training all prospective educators to manage the full range of barriers that they will encounter in their classrooms. The results also suggest that support teams should be in place and that the number of learners in mainstream classes be reduced so that better support can be provided. en_ZA
dc.language.iso en en_ZA
dc.publisher Stellenbosch : University of Stellenbosch
dc.subject Dissertations -- Educational psychology en_ZA
dc.subject Theses -- Educational psychology en_ZA
dc.subject.lcsh Teachers of children with disabilities -- Training of -- South Africa -- Limpopo Province en_ZA
dc.subject.lcsh Mainstreaming in education -- South Africa -- Limpopo Province en_ZA
dc.subject.lcsh Teachers of disabled children -- Attitudes en_ZA
dc.subject.lcsh Rural schools -- South Africa -- Limpopo Province en_ZA
dc.subject.other Educational Psychology en_ZA
dc.title The attitude of educators towards assessment in schools where learners with barriers are included: a case study en_ZA
dc.type Thesis en_ZA
dc.rights.holder University of Stellenbosch
dc.subject.geog South Africa -- Limpopo Province -- Education en_ZA


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