The attitude of educators towards assessment in schools where learners with barriers are included: a case study

Simple item page
dc.contributor.advisorNewmark, Ronaen_ZA
dc.contributor.authorMaluma, T. R.en_ZA
dc.contributor.otherUniversity of Stellenbosch. Faculty of Education. Dept. of Educational Psychology.
dc.date.accessioned2009-03-03T10:56:34Zen_ZA
dc.date.accessioned2010-06-01T08:59:11Z
dc.date.available2009-03-03T10:56:34Zen_ZA
dc.date.available2010-06-01T08:59:11Z
dc.date.issued2009-03
dc.date.submitteden_ZA
dc.descriptionAssignment (MEd (Educational Psychology))--Universsity of Stellenbosch, 2009.
dc.description.abstractWithin the movement towards an inclusive society in South Africa, learners experiencing learning barriers are included in mainstream schools. With the inclusion of these learners, there seems to be a trend of learners repeating the same grade more than twice. There seems to be a problem with regard to assessment in classrooms where these learners are present, which could be related to teachers' skills and attitudes. This is a problem found in Venda, Limpopo Province in the Dzindi circuit. Learners experiencing learning barriers in this circuit are not assessed as prescribed by the assessment policy and the draft guideline for the implementation of inclusive education (second draft). The background of Venda rural communities has an influence on educators' attitudes towards assessment of these learners. This study investigates the attitudes of educators towards assessment of learners who have been enrolled in the three primary schools. The research was conducted at three primary schools in the Dzindi Circuit, Limpopo. A qualitative approach was used and the results of this study indicate that educators would prefer to assess non-disabled learners rather than learners with learning barriers. Educators feel that they are inadequately trained, and therefore do not possess the necessary knowledge and skills for assessing learners with barriers in their classroom. School-based in-service training should be introduced to prepare all qualified educators for this task. Specialized training should be introduced into every training program, aimed at training all prospective educators to manage the full range of barriers that they will encounter in their classrooms. The results also suggest that support teams should be in place and that the number of learners in mainstream classes be reduced so that better support can be provided.en_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/2821
dc.language.isoenen_ZA
dc.publisherStellenbosch : University of Stellenbosch
dc.rights.holderUniversity of Stellenbosch
dc.subjectDissertations -- Educational psychologyen_ZA
dc.subjectTheses -- Educational psychologyen_ZA
dc.subject.geogSouth Africa -- Limpopo Province -- Educationen_ZA
dc.subject.lcshTeachers of children with disabilities -- Training of -- South Africa -- Limpopo Provinceen_ZA
dc.subject.lcshMainstreaming in education -- South Africa -- Limpopo Provinceen_ZA
dc.subject.lcshTeachers of disabled children -- Attitudesen_ZA
dc.subject.lcshRural schools -- South Africa -- Limpopo Provinceen_ZA
dc.subject.otherEducational Psychologyen_ZA
dc.titleThe attitude of educators towards assessment in schools where learners with barriers are included: a case studyen_ZA
dc.typeThesisen_ZA
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
maluma_attitude_2009.pdf
Size:
402.59 KB
Format:
Adobe Portable Document Format
Description:
Download
Collections
Masters Degrees (Educational Psychology)