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Stress and coping skills of educators with a learner with a physical disability in inclusive classrooms in the Western Cape

dc.contributor.advisorEngelbrecht, P.
dc.contributor.authorDavis, Fuad
dc.contributor.otherStellenbosch University. Faculty of Education. Dept. of Educational Psychology.en_ZA
dc.date.accessioned2012-08-27T11:33:15Z
dc.date.available2012-08-27T11:33:15Z
dc.date.issued2004-12
dc.identifier.urihttp://hdl.handle.net/10019.1/50107
dc.descriptionThesis (MEd)--University of Stellenbosch, 2004.en_ZA
dc.description.abstractENGLISH ABSTRACT: Education systems are in a constant change, more so now in the post-modern global era that we live in. With change comes the stressors associated with it. Some of us are able to cope while others are unable. This thesis focuses on the effect of stress on educators who have learners with physical disabilities in their classroom as well as the coping methods used by these educators to manage these learners in the classroom. Participants were five female educators from disadvantaged areas of the Western Cape. A qualitative research approach was taken and the results indicate the following: Major stress experienced by educators is caused by the fact that educators do not know how far to sustain, let alone challenge an active learning environment, because of lack of experience and relevant in-service training relating to learners with physical disabilities. It was found that the nature of the disability and its severity influences the attitudes of the educators in inclusive practice. The absence of communication or rather the lack of information about the learner from the parent and other parties involved caused stress amongst the participants. Participants identified that improving their self-esteem was one of the key coping methods in dealing with stress. It is clear that educators need some form collaborative support to know they are on the right path or in order to progress in the right direction.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Opvoedkundige stelsels is gedurig onderworpe aan verandering, veral tans in die post-modêrne globale era waarin ons leef. Verandering word vergesel deur stressors wat daarmee geassosieer word. Sommige van ons is instaat om hierdie te hanteer en ander nie. Hierdie tesis fokus op die effek van stres op opvoeders wat leerders met fisies gestremde in hul klaskamers het, asook die hanteringsstrategieë wat deur hierdie opvoeders gebruik word om hierdie leerders in die klaskamer te hanteer. Deelnemers was vyf vroulike opvoeders uit agtergeblewe areas in die Wes-Kaap. 'n Kwalitatiewe navorsingsbenadering is gevolg en resultate dui op die volgende. 'n Belangrike stressor wat deur opvoeders ervaar word, is dat hulle nie weet hoe om 'n aktiewe leeromgewing te volhou of uit te daag nie. Dit is die gevolg van 'n tekort aan ondervinding en relevante indiensopleiding aangaande leerders met fisiese gestremdhede. Daar is gevind dat die tipe en graad van gestremdheid die ingesteldheid van die opvoeders in 'n inklusiewe praktyk beïnvloed. Die afwesigheid van kommunikasie of liewer die gebrek aan informasie deur die ouer of ander betrokke partye aangaande die leerder, het stres onder die deelnemers veroorsaak. Deelnemers het die verbetering van hulle eie selfbeeld as 'n belangrike hanteringstategie geïdentifiseer. Dit is duidelik dat opvoeders 'n vorm van samewerking en ondersteuning benodig om te weet of hulle op die korrekte weg is óf om hulle in die regte rigting te stuur.af_ZA
dc.format.extentvi, 116 p. : ill.
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.subjectTeachers -- Job stress -- South Africa -- Western Capeen_ZA
dc.subjectTeachers of children with disabilities -- Job stress -- South Africa -- Western Capeen_ZA
dc.subjectInclusive education -- South Africa -- Western Cape -- Case studiesen_ZA
dc.subjectDissertations -- Educationen_ZA
dc.subjectStress coping strategiesen_ZA
dc.subjectTeachers of special childrenen_ZA
dc.titleStress and coping skills of educators with a learner with a physical disability in inclusive classrooms in the Western Capeen_ZA
dc.typeThesisen_ZA
dc.rights.holderStellenbosch Universityen_ZA


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