'n Beroepsgerigte opleidingsprogram vir adolessente leerders met intellektuele gestremdheid
| dc.contributor.advisor | Newmark, R. | en_ZA |
| dc.contributor.author | Lackay, Joaline Merle | en_ZA |
| dc.contributor.other | University of Stellenbosch. Faculty of Education. Dept. of Educational Psychology. | en_ZA |
| dc.date.accessioned | 2011-02-25T14:25:28Z | en_ZA |
| dc.date.accessioned | 2011-03-14T08:12:54Z | |
| dc.date.available | 2011-02-25T14:25:28Z | en_ZA |
| dc.date.available | 2011-03-14T08:12:54Z | |
| dc.date.issued | 2011-03 | en_ZA |
| dc.description | Thesis (PhD)--University of Stellenbosch, 2011. | en_ZA |
| dc.description.abstract | ENGLISH ABSTRACT: The aim of this study is to develop a vocational training programme for the adolescent learner with an intellectual disability. There is a need for these learners to be trained for work in the open labour market. From the literature it is apparent that American legislation is in place for these learners to gain access to schools, colleges and universities. The literature also makes it clear that parent involvement and community involvement are essential for the planning and implementation of a vocational training programme. To answer the research question, a qualitative participatory action research study was conducted from an interpretive research paradigm. The researcher implemented multiple sources to generate data, namely semistructured interviews, a literature review, personal documents and field notes. In the course of the study a number of steps were taken to ensure the credibility of the data and to pay attention to the ethical aspects that emerged during the research. The literature review extends over two chapters: Firstly the American legislation on vocational training programmes for the adolescent with intellectual disabilities was studied, as well as the South African Educational legislation after 1994. Secondly the three national curriculum programmes are described, namely Outcomes-based Education, Curriculum 2005 and the National Curriculum Statement. The vocational training programme was developed in accordance with the principles of the National Curriculum Statement, learning area Life orientation, Learning outcome 5: the world of work. The development of the learning programmes,work schedules and the lesson plans were adapted to suit the needs of the learners with intellectual disabilities. The findings concluded that schools can train learners to prepare them for entering the open labour market. The teachers cannot do the vocational training in school alone; they need the support of the parents and the community. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING: Die doel van die studie is om 'n beroepsgerigte opleidingsprogram vir die adolessente leerder met intellektuele gestremdheid te ontwikkel. Daar is 'n behoefte vir hierdie leerders om opgelei te word om toegang tot die ope arbeidsmark te verkry. Uit die literatuur is dit duidelik dat Amerikaanse wetgewing vir beroepsgerigte opleiding in plek is vir die genoemde leerders om tot skole, kolleges en universiteite toegang te verkry. Ouer- en gemeenskapsbetrokkenheid is belangrik in die beplanning en implementering van 'n beroepsgerigte opleidingsprogram. In antwoord op die navorsingsvraag is 'n kwalitatiewe deelnemendeaksie-navorsingstudie vanuit 'n interpretatiewe paradigma onderneem. Die navorser het van verskeie bronne gebruik gemaak om data te genereer, naamlik semigestruktureerde onderhoude, 'n literatuurondersoek, persoonlike dokumente en veldnotas. Tydens die studie is verskillende maatreëls toegepas om die geloofwaardigheid van die data te verseker. Die etiese aspekte het ook aandag geniet. Die literatuurstudie strek oor twee hoofstukke. Die eerste behels die Amerikaanse wetgewing op beroepsgerigte opleidingsprogramme, sowel as die Suid-Afrikaanse wetgewing ná 1994 op spesiale onderwys. Tweedens is die drie kurrikulumbenaderings ondersoek, naamlik Uitkomsgebaseerde Onderwys, Kurrikulum 2005 en die Nasionale Kurrikulumverklaring. Die beroepsgerigte opleidingsprogram is ontwikkel volgens die beginsels van die Nasionale Kurrikulumverklaring in die leerarea Lewensoriëntering, Leeruitkomste 5: Die wêreld van werk. Die ontwikkeling van die leerprogramme, werkskedules en lesplanne is aangepas volgens die behoeftes van leerders met intellektuele gestremdhede. Die bevindings het gelei tot die gevolgtrekking dat leerders op skool opgelei kan word om die ope arbeidsmark te betree. Die opvoeders kan nie die beroepsopleiding op skool alleen vermag nie; hulle benodig die ondersteuning van die ouers en die gemeenskap. | af_ZA |
| dc.format.extent | xvi, 254 p. : ill. | |
| dc.identifier.uri | http://hdl.handle.net/10019.1/6495 | |
| dc.language.iso | af_ZA | en_ZA |
| dc.publisher | Stellenbosch : University of Stellenbosch | en_ZA |
| dc.rights.holder | University of Stellenbosch | |
| dc.subject | Vocational training | en_ZA |
| dc.subject | Adolescent learner | en_ZA |
| dc.subject | Intellectual disability | en_ZA |
| dc.subject | Participatory action research | en_ZA |
| dc.subject | Theses -- Educational psychology | en_ZA |
| dc.subject | Dissertations -- Educational psychology | en_ZA |
| dc.subject | Children with mental disabilities -- Vocational education (Secondary) | en_ZA |
| dc.subject | Children with social disabilities -- Vocational education (Secondary) | en_ZA |
| dc.subject | Vocational guidance -- Parent participation | en_ZA |
| dc.title | 'n Beroepsgerigte opleidingsprogram vir adolessente leerders met intellektuele gestremdheid | af |
| dc.type | Thesis | en_ZA |