Teachers’ perspectives of learner support in a full-service school – A case study
| dc.contributor.advisor | Swart, Estelle | en_ZA |
| dc.contributor.author | Conway, Cayley | en_ZA |
| dc.contributor.other | Stellenbosch University. Faculty of Education. Dept. Educational Psychology | en_ZA |
| dc.date.accessioned | 2017-02-17T06:17:46Z | |
| dc.date.accessioned | 2017-03-29T12:13:55Z | |
| dc.date.available | 2017-02-17T06:17:46Z | |
| dc.date.available | 2017-03-29T12:13:55Z | |
| dc.date.issued | 2017-03 | |
| dc.description | Thesis (MEdPsych) --Stellenbosch University, 2017 | en_ZA |
| dc.description.abstract | ENGLISH ABSTRACT : Around the world, inclusive education means that learners’ rights and needs are being taken into consideration and education systems are required to adapt to accommodate the diversity of individuals. The need for an integrated school was called upon by the department of education. In 2001, Education White Paper 6 was introduced by the Department of Education as part of a significant period of change and policy development post the apartheid era. Education White Paper 6 (DoE, 2001) introduced a comprehensive range of educational support services. Schools weregradually divided into mainstream schools, full-service schools or inclusive schools and special schools all offering varying levels of support in the aim to minimise learners’ barriers to learning and increase active school participation for all learners. Through a qualitative case study of a particular full-service school in South Africa, the study explores teachers’ perspectives of learner support in the specific school. The study is based on Bronfenbrenner’s bio-ecological model as a framework which views individuals in their context, taking into account various overlapping systems that are interconnected and influence the participants’ lives. This study which is rooted within an interpretive paradigm, made use of purposeful sampling to select the teachers from the full-service school as participants for the study as they were considered to be able to provide rich information. The study made use of semi-structured interviews as well as observations and interactions with the school in order to gather data. The findings suggest that, in line with the theory of inclusive education, when certain principles and practices are in place, learners are able to be supported and are provided with a voice within a full-service school. Participants also gave valuable recommendations with regards to what works when increasing learner participation and learner support in a full-service school. | en_ZA |
| dc.description.abstract | AFRIKAANSE OPSOMMING : Regoor die wêreld, beteken inklusiewe onderwys dat die regte en behoeftes van leerders in ag geneem word en die verwagting is dat onderwysstelsels aangepas word om die diversiteit van individue te akkommodeer. In lyn hiermee, het die Departement van Onderwys ‘n behoefte aan inklusiewe onderwys aangekondig. Na aanleiding hiervan het die Department van Onderwys Onderwyswitskrif 6 in 2001 aangekondig as inleiding tot tot 'n beduidende tydperk van verandering en beleidsontwikkeling ná die apartheid-era. Onderwyswitskrif 6 (DvO, 2001) het 'n omvattende reeks opvoedkundige ondersteuningsdienste aangekondig. Skole is geleidelik in hoofstroomskole, voldiens- of inklusiewe skole, en spesiale skole verdeel, wat almal verskillende vlakke van ondersteuning aanbied om struikelblokke tot leerders se leer te minimaliseer en die aktiewe skooldeelname van alle leerders te bevorder. Hierdie studie ondersoek perspektiewe op leerderondersteuning in 'n bepaalde voldiensskool in Suid-Afrika deur middel van 'n kwalitatiewe gevallestudie. Die studie, met Bronfenbrenner se bio-ekologiese model as raamwerk, beskou individue in hul konteks, met inagneming van verskillende oorvleuelende stelsels wat met mekaar verbind is en die deelnemers se lewens beïnvloed. Die studie was in 'n interpretatiewe paradigma geplaas en het gebruik gemaak van doelgerigte steekproefneming om onderwysers van die voldiensskool as deelnemers te kies vanweë die verwagting dat hulle ryk inligting kon verskaf. Semi-gestruktureerde onderhoude, asook waarneming en interaksie met die skool is ingespan om data in te samel. Die bevindinge dui daarop dat dit moontlik is om leerders in ooreenstemming met die teorie van inklusiewe onderwys in 'n voldiensskool te ondersteun en van 'n stem te voorsien wanneer sekere beginsels en praktyke in plek is. Deelnemers het ook waardevolle aanbevelings aan die hand gedoen ten opsigte van wat moontlik is wanneer leerderdeelname en leerderondersteuning in 'n voldiensskool verhoog word. | af_ZA |
| dc.format.extent | xv, 143 pages : illustrations (some colour) | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/10019.1/101148 | |
| dc.language.iso | en_ZA | en_ZA |
| dc.publisher | Stellenbosch : Stellenbosch University | en_ZA |
| dc.rights.holder | Stellenbosch University | en_ZA |
| dc.subject | Learner support | en_ZA |
| dc.subject | UCTD | en_ZA |
| dc.subject | Bioecological model | en_ZA |
| dc.subject | Inclusive education -- South Africa | en_ZA |
| dc.subject | Education -- Collaboration | en_ZA |
| dc.subject | Full service schools -- South Africa | en_ZA |
| dc.title | Teachers’ perspectives of learner support in a full-service school – A case study | en_ZA |
| dc.type | Thesis | en_ZA |