Department of African Languages

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Browsing Department of African Languages by browse.metadata.advisor "Newmark, R."

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    The implimantation [i.e. Implementation] of inclusive education : a support program for teachers
    (Stellenbosch : Stellenbosch University, 2004-04) Makhavhu, Thanyani Selinah; Newmark, R.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: In South African schools teachers are currently being expected to make major changes in the way they understand teaching and learning in the process of adapting to an entirely new curriculum like Curriculum 2005 or Outcomes Based Education (Engelbrecht, Green, Naicker & Engelbrecht, 1999:70). Research asked the question about what the needs of teachers are towards support to facilitate the implementation of inclusive education in the Limpopo Province of South Africa. A case study was conducted, the purpose being to inform support programmes for teachers. The target population included a selected primary school, the Mutondo Primary School in the Vuwani Area of the Limpopo Province. Participants included 20 voluntary teachers. A literature review was undertaken on the implementation of inclusive education in South Africa. It indicated that teachers showed negative and positive attitudes towards inclusive education in schools. It also showed that that teachers needed support to facilitate positive change in their attitudes toward inclusion in South Africa. Engelbrecht, Green, Naicker and Engelbrecht (1999:157) also emphasised that support was crucial for teachers as they felt that they did not have enough training in order to meet many challenges they come across. The aims of the study was to identify the need for a support programme towards inclusive education for teachers in the Vuwani Area of the Limpopo Province, to provide information to teachers on the implementation of inclusive education and to evaluate the needs for a support programme on the implementation of inclusive education in this area. Information was gathered at the hand of workshops with focus group interviews. The main themes that emerged from the data was the number of learners in a class, resources, the need for in-service training, a culture of respect and acceptance and a flexible curriculum. Findings suggested that a support programme could implement the policy of inclusive education more effectively when teachers' needs for training and support were being met.