Teachers’ understanding and implementation of inclusive education in an Eastern Cape primary school
- Authors: Mcconnachie, Karola
- Date: 2014
- Subjects: Inclusive education -- South Africa , Special education -- South Africa , Education (Primary) -- Government policy -- South Africa , Alcoholism -- Social aspects -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1984 , http://hdl.handle.net/10962/d1013150
- Description: Since 2001 the South African Department of Basic Education has been working towards implementing Inclusive Education over a twenty year period. This is in accordance with international trends in education. This study set out to investigate the implementation of Inclusive Education in a South African context by conducting a case study at an Eastern Cape no‐fee‐paying primary school. It looked at how the government policy, as set out in Education White Paper 6 (EWP6) (DoE, 2001), is understood and being implemented by teachers at the Welcome Primary school. The study further investigated the introduction of the National Strategy on Screening, Identification, Assessment and Support (SIAS strategy) (DoE, 2008a) to gain insight into how teachers identify and assess barriers to learning in an ordinary primary school. In addition it looked at emerging factors that could impact on the implementation of this policy. With 16 years teaching experience in ordinary and private schools and 19 years experience in a special needs school as a teacher, head of department and then principal, I have personal experience of the crisis in the Eastern Cape Department of Basic Education. This awareness provided the impetus and interest in researching Inclusive Education policy implementation. It is my view that only when we begin to grapple with the problems right at the source of the education crisis within the majority of the no‐fee‐paying schools that informed decisions about policy and policy implementation can be made. As I am able to understand and converse in isiXhosa, I was able to observe and experience the implementation of EWP6 and the SIAS strategy in a school that is an isiXhosa‐medium ordinary primary school and similar to the majority of ordinary public schools in the district. A qualitative research approach based within an interpretive paradigm using the case study method was used for this study. Semi‐structured interviews, detailed field notes as well as documents generated by meetings and education conferences helped me to investigate and refine my research goals. The research found that the implementation of EWP6 and the SIAS strategy posed a major challenge for the Department of Basic Education, and highlighted the significant gap between ordinary primary schools and special needs schools. However, the fact that there is a partial engagement with the process of providing inclusive education, does present some measure of hope for a better future for those learners that have experienced the injustice of exclusion from education and society. The Eastern Cape Department of Basic Education will have to ‘catch up’ to other provinces in its delivery of every child’s constitutional right to education in an inclusive school environment. Factors emerged from the study that showed that the assessment of learners’ barriers to learning with the resultant support needs was a relatively new concept, as teachers tended to rely on traditional classroom tests and simple informal classroom assessments to assess the learners. Teachers expressed a good verbal knowledge of learners with support needs but found it very challenging to put this verbal knowledge into a written document. In addition there was inadequate support from the District Based Support Team to implement the SIAS strategy. This study showed that the medical model of assessment was still being adhered to in the research district with little evidence of a move to a social model of assessment in terms of the SIAS strategy. In addition, factors emerged indicating the serious impact that alcohol abuse has on children and the society in which they live. The evidence of increasing numbers of children with Fetal Alcohol Spectrum Disorder (FASD) in a single educational district is a matter of grave concern from an educational and financial perspective. It is my contention that this is a matter of national urgency and that the Department of Basic Education must confront the escalating problem of alcohol abuse and the resultant challenges of a large number of learners with serious barriers to learning that need to be included in the education system.
- Full Text:
- Authors: Mcconnachie, Karola
- Date: 2014
- Subjects: Inclusive education -- South Africa , Special education -- South Africa , Education (Primary) -- Government policy -- South Africa , Alcoholism -- Social aspects -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1984 , http://hdl.handle.net/10962/d1013150
- Description: Since 2001 the South African Department of Basic Education has been working towards implementing Inclusive Education over a twenty year period. This is in accordance with international trends in education. This study set out to investigate the implementation of Inclusive Education in a South African context by conducting a case study at an Eastern Cape no‐fee‐paying primary school. It looked at how the government policy, as set out in Education White Paper 6 (EWP6) (DoE, 2001), is understood and being implemented by teachers at the Welcome Primary school. The study further investigated the introduction of the National Strategy on Screening, Identification, Assessment and Support (SIAS strategy) (DoE, 2008a) to gain insight into how teachers identify and assess barriers to learning in an ordinary primary school. In addition it looked at emerging factors that could impact on the implementation of this policy. With 16 years teaching experience in ordinary and private schools and 19 years experience in a special needs school as a teacher, head of department and then principal, I have personal experience of the crisis in the Eastern Cape Department of Basic Education. This awareness provided the impetus and interest in researching Inclusive Education policy implementation. It is my view that only when we begin to grapple with the problems right at the source of the education crisis within the majority of the no‐fee‐paying schools that informed decisions about policy and policy implementation can be made. As I am able to understand and converse in isiXhosa, I was able to observe and experience the implementation of EWP6 and the SIAS strategy in a school that is an isiXhosa‐medium ordinary primary school and similar to the majority of ordinary public schools in the district. A qualitative research approach based within an interpretive paradigm using the case study method was used for this study. Semi‐structured interviews, detailed field notes as well as documents generated by meetings and education conferences helped me to investigate and refine my research goals. The research found that the implementation of EWP6 and the SIAS strategy posed a major challenge for the Department of Basic Education, and highlighted the significant gap between ordinary primary schools and special needs schools. However, the fact that there is a partial engagement with the process of providing inclusive education, does present some measure of hope for a better future for those learners that have experienced the injustice of exclusion from education and society. The Eastern Cape Department of Basic Education will have to ‘catch up’ to other provinces in its delivery of every child’s constitutional right to education in an inclusive school environment. Factors emerged from the study that showed that the assessment of learners’ barriers to learning with the resultant support needs was a relatively new concept, as teachers tended to rely on traditional classroom tests and simple informal classroom assessments to assess the learners. Teachers expressed a good verbal knowledge of learners with support needs but found it very challenging to put this verbal knowledge into a written document. In addition there was inadequate support from the District Based Support Team to implement the SIAS strategy. This study showed that the medical model of assessment was still being adhered to in the research district with little evidence of a move to a social model of assessment in terms of the SIAS strategy. In addition, factors emerged indicating the serious impact that alcohol abuse has on children and the society in which they live. The evidence of increasing numbers of children with Fetal Alcohol Spectrum Disorder (FASD) in a single educational district is a matter of grave concern from an educational and financial perspective. It is my contention that this is a matter of national urgency and that the Department of Basic Education must confront the escalating problem of alcohol abuse and the resultant challenges of a large number of learners with serious barriers to learning that need to be included in the education system.
- Full Text:
Thermoluminescence of secondary glow peaks in carbon-doped aluminium oxide
- Authors: Seneza, Cleophace
- Date: 2014
- Subjects: Thermoluminescence , Aluminum oxide , Thermoluminescence dosimetry
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5537 , http://hdl.handle.net/10962/d1013053
- Description: Carbon-doped aluminium oxide, α-Al₂O₃ : C, is a highly sensitive luminescence dosimeter. The high sensitivity of α-Al₂O₃ : C has been attributed to large concentrations of oxygen vacancies, F and F⁺ centres, induced in the material during its preparation. The material is prepared in a highly reducing atmosphere in the presence of carbon. In the luminescence process, electrons are trapped in F-centre defects as a result of irradiation of the material. Thermal or optical release of trapped electrons leads to emission of light, thermoluminescence (TL) or optically stimulated light (OSL) respectively. The thermoluminescence technique is used to study point defects involved in luminescence of α-Al₂O₃ : C. A glow curve of α-Al₂O₃ : C, generally, shows three peaks; the main dosimetric peak of high intensity (peak II) and two other peaks of lower intensity called secondary glow peaks (peaks I and III). The overall aim of our work was to study the TL mechanisms responsible for secondary glow peaks in α-Al₂O₃ : C. The dynamics of charge movement between centres during the TL process was studied. The phototransferred thermoluminescence (PTTL) from secondary glow peaks was also studied. The kinetic analysis of TL from secondary peaks has shown that the activation energy of peak I is 0.7 eV and that of peak III, 1.2 eV. The frequency factor, the frequency at which an electron attempts to escape a trap, was found near the range of the Debye vibration frequency. Values of the activation energy are consistent within a variety of methods used. The two peaks follow first order kinetics as confirmed by the TM-Tstop method. A linear dependence of TL from peak I on dose is observed at various doses from 0.5 to 2.5 Gy. The peak position for peak I was also independent on dose, further confirmation that peak I is of first order kinetics. Peak I suffers from thermal fading with storage with a half-life of about 120 s. The dependence of TL intensity for peak I increased as a function of heating rate from 0.2 to 6ºCs⁻¹. In contrast to the TL intensity for peak I, the intensity of TL for peak III decreases with an increase of heating rate from 0.2 to 6ºCs⁻¹. This is evidence of thermal quenching for peak III. Parameters W = 1.48 ± 0:10 eV and C = 4 x 10¹³ of thermal quenching were calculated from peak III intensities at different heating rates. Thermal cleaning of peak III and the glow curve deconvolution methods confirmed that the main peak is actually overlapped by a small peak (labeled peak IIA). The kinetic analysis of peak IIA showed that it is of first order kinetics and that its activation energy is 1:0 eV. In addition, the peak IIA is affected by thermal quenching. Another secondary peak appears at 422ºC (peak IV). However, the kinetic analysis of TL from peak IV was not studied because its intensity is not well defined. A heating rate of 0.4ºCs⁻¹ was used after a dose of 3 Gy in kinetic analysis of peaks IIA and III. The study of the PTTL showed that peaks I and II were regenerated under PTTL but peak III was not. Various effects of the PTTL for peaks I and II for different preheating temperatures in different samples were observed. The effect of annealing at 900ºC for 15 minutes between measurements following each illumination time was studied. The effect of dose on secondary peaks was also studied in this work. The kinetic analysis of the PTTL intensity for peak I showed that its activation energy is 0.7 eV, consistent with the activation energy of the normal TL for peak I. The PTTL intensity from peak I fades rapidly with storage compared with the thermal fading from peak I of the normal TL. The PTTL intensity for peak I decreases as a function of heating rate. This decrease was attributed to thermal quenching. Thermal quenching was not observed in the case of the normal TL intensity. The cause of this contrast requires further study.
- Full Text:
- Authors: Seneza, Cleophace
- Date: 2014
- Subjects: Thermoluminescence , Aluminum oxide , Thermoluminescence dosimetry
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5537 , http://hdl.handle.net/10962/d1013053
- Description: Carbon-doped aluminium oxide, α-Al₂O₃ : C, is a highly sensitive luminescence dosimeter. The high sensitivity of α-Al₂O₃ : C has been attributed to large concentrations of oxygen vacancies, F and F⁺ centres, induced in the material during its preparation. The material is prepared in a highly reducing atmosphere in the presence of carbon. In the luminescence process, electrons are trapped in F-centre defects as a result of irradiation of the material. Thermal or optical release of trapped electrons leads to emission of light, thermoluminescence (TL) or optically stimulated light (OSL) respectively. The thermoluminescence technique is used to study point defects involved in luminescence of α-Al₂O₃ : C. A glow curve of α-Al₂O₃ : C, generally, shows three peaks; the main dosimetric peak of high intensity (peak II) and two other peaks of lower intensity called secondary glow peaks (peaks I and III). The overall aim of our work was to study the TL mechanisms responsible for secondary glow peaks in α-Al₂O₃ : C. The dynamics of charge movement between centres during the TL process was studied. The phototransferred thermoluminescence (PTTL) from secondary glow peaks was also studied. The kinetic analysis of TL from secondary peaks has shown that the activation energy of peak I is 0.7 eV and that of peak III, 1.2 eV. The frequency factor, the frequency at which an electron attempts to escape a trap, was found near the range of the Debye vibration frequency. Values of the activation energy are consistent within a variety of methods used. The two peaks follow first order kinetics as confirmed by the TM-Tstop method. A linear dependence of TL from peak I on dose is observed at various doses from 0.5 to 2.5 Gy. The peak position for peak I was also independent on dose, further confirmation that peak I is of first order kinetics. Peak I suffers from thermal fading with storage with a half-life of about 120 s. The dependence of TL intensity for peak I increased as a function of heating rate from 0.2 to 6ºCs⁻¹. In contrast to the TL intensity for peak I, the intensity of TL for peak III decreases with an increase of heating rate from 0.2 to 6ºCs⁻¹. This is evidence of thermal quenching for peak III. Parameters W = 1.48 ± 0:10 eV and C = 4 x 10¹³ of thermal quenching were calculated from peak III intensities at different heating rates. Thermal cleaning of peak III and the glow curve deconvolution methods confirmed that the main peak is actually overlapped by a small peak (labeled peak IIA). The kinetic analysis of peak IIA showed that it is of first order kinetics and that its activation energy is 1:0 eV. In addition, the peak IIA is affected by thermal quenching. Another secondary peak appears at 422ºC (peak IV). However, the kinetic analysis of TL from peak IV was not studied because its intensity is not well defined. A heating rate of 0.4ºCs⁻¹ was used after a dose of 3 Gy in kinetic analysis of peaks IIA and III. The study of the PTTL showed that peaks I and II were regenerated under PTTL but peak III was not. Various effects of the PTTL for peaks I and II for different preheating temperatures in different samples were observed. The effect of annealing at 900ºC for 15 minutes between measurements following each illumination time was studied. The effect of dose on secondary peaks was also studied in this work. The kinetic analysis of the PTTL intensity for peak I showed that its activation energy is 0.7 eV, consistent with the activation energy of the normal TL for peak I. The PTTL intensity from peak I fades rapidly with storage compared with the thermal fading from peak I of the normal TL. The PTTL intensity for peak I decreases as a function of heating rate. This decrease was attributed to thermal quenching. Thermal quenching was not observed in the case of the normal TL intensity. The cause of this contrast requires further study.
- Full Text:
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