Die rol van die onderwysleier in onderwystransformasie met spesifieke verwysing na toelatingsbeleid : 'n gevallestudie van 'n gestremde leerder
| dc.contributor.advisor | Schreuder, D. R. | |
| dc.contributor.author | Ferreira, Pieter | |
| dc.contributor.other | Stellenbosch University. Faculty of Education . Dept. of Education Policy Studies. | en_ZA |
| dc.date.accessioned | 2012-08-27T11:35:09Z | |
| dc.date.available | 2012-08-27T11:35:09Z | |
| dc.date.issued | 2002-12 | |
| dc.description | Thesis (MPhil)--University of Stellenbosch, 2002. | en_ZA |
| dc.description.abstract | ENGLISH ABSTRACT: Educational provision to all the peoples of South Africa comes with political baggage. Educational provision in South Africa is entangled in the political system and restricted by financial constraints. This research report shows the fragmented history of educational provision to five groups of learners, namely the previous four racial groupings, but also the fifth grouping, those learners with special and/or specific educational needs. The research report recounts the adaptation and progress of a disabled pupil in a mainstream school. The specific needs of the learner are researched, but the part that the educators play, who often have very little or even no knowledge of learners with special needs, are also researched and the findings reported. The role that the support teams play in the progress of these learners progress are researched and formulated. The part the school manager plays and the acceptance of the responsibility by the school to provide schooling of maximum quality for the disabled learner are weighed up against the acceptance of the disabled learner by fellow learners of the school. The case study is about one disabled learner in a mainstream school, and no conclusions or recommendations are made. The story is told so that educators who are confronted with a disabled learner will not feel threatened by the presence of such learner. They should also not be concerned about the influence that a disabled learner could have on learners in an ordinary class. The educators of the learner in this study however found that they had to keep the disabled learners' specific needs in mind when they did their planning. This was never done to the detriment of any of the other learners. These educators rather found that all learners benefited by the inclusion of the disabled learner at this particular school. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING: Die voorsienmg van onderwys aan alle mense van Suid-Afrika kom met politieke bagasie. Onderwysvoorsiening in die Suid-Afrikaanse geskiedenis is verstrengel met die politieke bestel en word deur finansiële beperkings aan bande gelê. Hierdie werkstuk fokus op die gefragmenteerde geskiedenis van onderwysvoorsiening aan vyf groepe leerders, naamlik die voormalige vier rassegroepe, maar ook 'n vyfde groep, daardie leerders met spesifieke en/of spesiale onderwysbehoeftes. Die verslag boekstaaf 'n leerder met gestremdheid se aanpassmg en vordering in 'n hoofstroomskool. Ondersoek word ingestel na dié leerder se spesifieke onderwysbehoeftes, en die rol wat die opvoeders speel. Dit is ongelukkig so dat opvoeders min of selfs geen kennis het van leerders met spesiale onderwysbehoeftes nie en hierdie probleem sal dus ook ondersoek en bespreek word. Verder word die rol wat ondersteuningsgroepe ten opsigte van die vordering van leerders met spesiale onderwysbehoeftes speel, ook ondersoek en bespreek. Die rol van die skoolbestuurder en die bereidwilligheid van die skool se bestuur om skoolbywoning 'n maksimale ervaring vir die leerder met gestremdheid te maak word teen medeleerders se ervaring en aanvaarding van hierdie leerder opgeweeg. Hierdie gevallestudie handeloor een leerder met gestremdheid in 'n hoofstroomskool en geen bevindinge of aanbevelings word gemaak nie. Die verhaal word vertel sodat ander opvoeders wat met leerders met spesiale onderwysbehoeftes gekonfronteer word, nie onseker hoef te wees oor die invloed wat 'n leerder met gestremdheid op onderrig in 'n klas sal hê nie. Die opvoeders van hierdie leerder het welondervind dat die leerder met gestremdheid se onderwysbehoeftes in hulle daaglikse beplanning in ag geneem moet word, maar dit was nooit ten koste van enige ander leerder nie. Hierdie opvoeders se ervaring was eerder dat alle leerders voordeel getrek het uit hierdie leerder se insluiting in hierdie betrokke skool. | af_ZA |
| dc.format.extent | 88 p. : ill. | |
| dc.identifier.uri | http://hdl.handle.net/10019.1/52788 | |
| dc.language.iso | af_ZA | af_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | en_ZA |
| dc.rights.holder | Stellenbosch University | en_ZA |
| dc.subject | Mainstreaming in education -- South Africa | en_ZA |
| dc.subject | Inclusive education -- South Africa | en_ZA |
| dc.subject | Teacher-student relationships | en_ZA |
| dc.subject | Children with disabilities -- Education | en_ZA |
| dc.subject | Dissertations -- Education | en_ZA |
| dc.subject | Theses -- Education | en_ZA |
| dc.title | Die rol van die onderwysleier in onderwystransformasie met spesifieke verwysing na toelatingsbeleid : 'n gevallestudie van 'n gestremde leerder | af_ZA |
| dc.type | Thesis | en_ZA |
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