Browsing by Author "McCallum, Godfrey Hans"

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    Die implikasies van inklusiewe onderwys vir leerders wat verstandelik erg gestremd is
    (Stellenbosch : Stellenbosch University, 2003-12) McCallum, Godfrey Hans; Engelbrecht, P.; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
    ENGLISH ABSTRACT: Since the realization of a new democratic dispensation in South Africa, many changes took place politically, socially, economically and educationally. Before 1994 education in South Africa, was based on a political philosophy namely, apartheid. The provision of education was characterized by a fragmented system of different education departments with discriminatory practices by virtue of language, race, religion and disability. Education for learners with disabilities, which include intellectual disability, was provided by means of separate schools. The new Constitution and subsequent policy documents and legislation, laid the foundation for a uniform system of education in which the rights of the learner with disabilities, was acknowledged. Several recommendations and comments by role players on various policy documents contributed to the publishing of Education White Paper 6 Special Needs Education: Building an Inclusive Education and Training System, in July 2001 in which a framework for the implementation of inclusive education is given. Inclusive education is an effort to overcome the barriers within the learner and education system to provide quality education for all learners. This means that learners with severe intellectual disabilities should be accommodated in mainstream schools within mainstream classes. This has serious implications for these learners and various role players who are involved in the education of these learners. The purpose of this study was therefore to determine what implications inclusive education holds for learners with severe intellectual disabilities in an inclusive educational school. Information for this study, was obtained and analyzed by means of a qualitative research design and the methods of collecting data, included a review of literature, open-ended question and structured interviews with various role players. Data was analyzed using the constant comparative method. Findings in this study indicate that teachers in special schools are less positive about inclusive education for learners with intellectual disabilities with specific reference to these learners' complex emotional, physical and educational needs. Other participants indicated that inclusive education for these learners is possible, provided that the barriers caused by the complex nature of their needs, are successfully dealt with. This implies that special attention must be given to the training and support of teachers in an inclusive educational context, as well as the collaboration between role players and the provision of resources.