Teacher-in-role as a problem-posing method for learners in a special needs school in South Africa
- Authors: Hellemann, Phemelo Cordelia
- Date: 2018
- Subjects: Special education -- Activity programs -- South Africa , Special education -- South Africa , Drama in education -- South Africa , Drama -- Therapeutic use -- South Africa , Children with mental disabilities -- Life skills guides , Kuyasa School (South Africa)
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/62549 , vital:28205
- Description: Paulo Freire’s problem-posing pedagogy urges for a creative and collaborative educational environment between learners and teachers that encourages critical thinking and engagement. This research explores how special needs pedagogical approaches in South Africa can transform their classroom practices to embrace creative and collaborative teaching methods such as drama. Drama-in-education (D-i-E) is an area where the learner and teacher relationship is characterised by creativity and engagement. This qualitative study considers the uses of drama as a teaching and learning method for learners in the Skills Phase class at Kuyasa Special School, Grahamstown. The research aimed to provide learners with intellectual barriers to learning with access to D-i-E. This was done through a series of practical drama lessons, which broadly aimed to enhance life skills and work environment competencies such as communication, problem-solving and interpersonal relations. The lessons followed a cross- curricular approach that integrated aspects of the Life Orientation (Grade 10-12) curriculum and the Drama (Creative Arts Grade 7-9) curriculum. This practice-led study reflects on how Dorothy Heathcote’s teacher-in-role (t-i-r) drama technique was implemented to teach topics and themes extracted and adapted from the Life Orientation learning area. This drama-based pedagogy employs three elements of Freire’s problem-posing education model, which are learner-centred, problem-posing and liberated pedagogy. The study discusses how these elements manifested in the lessons conducted, and how this approach benefited and improved the learners’ critical thinking skills, self-esteem and confidence. This study therefore provides a broad understanding of the possibilities of a drama-based pedagogy within a South Africa context of learning disability, proposing an alternative pedagogical approach in South African special schools. The findings contribute to the academic literature on D-i-E in South Africa and advocate for the inclusion of learners with learning disabilities within the performing arts education.
- Full Text:
- Date Issued: 2018
- Authors: Hellemann, Phemelo Cordelia
- Date: 2018
- Subjects: Special education -- Activity programs -- South Africa , Special education -- South Africa , Drama in education -- South Africa , Drama -- Therapeutic use -- South Africa , Children with mental disabilities -- Life skills guides , Kuyasa School (South Africa)
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/62549 , vital:28205
- Description: Paulo Freire’s problem-posing pedagogy urges for a creative and collaborative educational environment between learners and teachers that encourages critical thinking and engagement. This research explores how special needs pedagogical approaches in South Africa can transform their classroom practices to embrace creative and collaborative teaching methods such as drama. Drama-in-education (D-i-E) is an area where the learner and teacher relationship is characterised by creativity and engagement. This qualitative study considers the uses of drama as a teaching and learning method for learners in the Skills Phase class at Kuyasa Special School, Grahamstown. The research aimed to provide learners with intellectual barriers to learning with access to D-i-E. This was done through a series of practical drama lessons, which broadly aimed to enhance life skills and work environment competencies such as communication, problem-solving and interpersonal relations. The lessons followed a cross- curricular approach that integrated aspects of the Life Orientation (Grade 10-12) curriculum and the Drama (Creative Arts Grade 7-9) curriculum. This practice-led study reflects on how Dorothy Heathcote’s teacher-in-role (t-i-r) drama technique was implemented to teach topics and themes extracted and adapted from the Life Orientation learning area. This drama-based pedagogy employs three elements of Freire’s problem-posing education model, which are learner-centred, problem-posing and liberated pedagogy. The study discusses how these elements manifested in the lessons conducted, and how this approach benefited and improved the learners’ critical thinking skills, self-esteem and confidence. This study therefore provides a broad understanding of the possibilities of a drama-based pedagogy within a South Africa context of learning disability, proposing an alternative pedagogical approach in South African special schools. The findings contribute to the academic literature on D-i-E in South Africa and advocate for the inclusion of learners with learning disabilities within the performing arts education.
- Full Text:
- Date Issued: 2018
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:
- Date Issued: 2014
- 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:
- Date Issued: 2014
Leadership's influence on the holistic development of learners with barriers to learning
- WIlliams, Pearl Juanita Cherrol
- Authors: WIlliams, Pearl Juanita Cherrol
- Date: 2012
- Subjects: Education, Humanistic , Special education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9500 , http://hdl.handle.net/10948/d1008194 , Education, Humanistic , Special education -- South Africa
- Description: The implementation of an inclusive education system in South Africa after 1994 has challenged public schools to revisit their management structures; and, in the process, it has offered learners with barriers to learning the opportunity to become independent and employable members of society – especially in disadvantaged school communities, where learners are often limited in their development because of financial constraints. However, many education policies – based on humanity, equality, social justice and accessibility – are often neglected at some schools; and this causes many learners with barriers to learning to lose heart or drop out of mainstream schools. The main aim of this study was to investigate and describe school leadership‟s management strategies to implement intervention programmes to the benefit of learners in need, since schools are required to accommodate and support all learners in partnership with the wider school community. To understand how these amendments influence disadvantaged schools, an in-depth qualitative inquiry was conducted with 10-13 different leaders, selected through purposive sampling, at each of three disadvantaged primary schools in Port Elizabeth that are directly responsible for teaching learners with barriers to learning. During the data-collection, individual interviews, group interviews and an observation were used. The process of content analysis was implemented to analyse the data. This entails coding, categorising, comparison and conclusion of the information. Four main themes emerged, namely: barriers to learning experienced in these disadvantaged schools; insufficient infrastructure in these schools; dealing with the problem at present; and possible interventions and guidelines, which were closely associated with the four sub-questions of the study – and eventually answered the research questions.
- Full Text:
- Date Issued: 2012
- Authors: WIlliams, Pearl Juanita Cherrol
- Date: 2012
- Subjects: Education, Humanistic , Special education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9500 , http://hdl.handle.net/10948/d1008194 , Education, Humanistic , Special education -- South Africa
- Description: The implementation of an inclusive education system in South Africa after 1994 has challenged public schools to revisit their management structures; and, in the process, it has offered learners with barriers to learning the opportunity to become independent and employable members of society – especially in disadvantaged school communities, where learners are often limited in their development because of financial constraints. However, many education policies – based on humanity, equality, social justice and accessibility – are often neglected at some schools; and this causes many learners with barriers to learning to lose heart or drop out of mainstream schools. The main aim of this study was to investigate and describe school leadership‟s management strategies to implement intervention programmes to the benefit of learners in need, since schools are required to accommodate and support all learners in partnership with the wider school community. To understand how these amendments influence disadvantaged schools, an in-depth qualitative inquiry was conducted with 10-13 different leaders, selected through purposive sampling, at each of three disadvantaged primary schools in Port Elizabeth that are directly responsible for teaching learners with barriers to learning. During the data-collection, individual interviews, group interviews and an observation were used. The process of content analysis was implemented to analyse the data. This entails coding, categorising, comparison and conclusion of the information. Four main themes emerged, namely: barriers to learning experienced in these disadvantaged schools; insufficient infrastructure in these schools; dealing with the problem at present; and possible interventions and guidelines, which were closely associated with the four sub-questions of the study – and eventually answered the research questions.
- Full Text:
- Date Issued: 2012
The role of school management teams in the implementation and maintenance of inclusive education
- Authors: Geduld, Deidre Chante
- Date: 2009
- Subjects: Inclusive education -- South Africa , Special education -- South Africa , School management teams -- South Africa , Mainstreaming in education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9470 , http://hdl.handle.net/10948/956 , Inclusive education -- South Africa , Special education -- South Africa , School management teams -- South Africa , Mainstreaming in education -- South Africa
- Description: Inclusion is about the organizational change within schools to improve the educational system for all learners. It means changes in the curriculum, changes in how teachers teach and how learners learn, as well as changes in how learners with and without special needs interact with and relate to one another. The quality of leadership makes a significant difference to educator participation in accommodating all learners. However, for this we as educators must ensure that we are fully capable of delivering this service irrespective how old we are or what our qualification levels are. It is my objective to understand the role the school management team plays in facilitating the process of changes, as change cannot be forced and the fear of change must be acknowledged and faced. The qualitative research paradigm and more specifically the participatory action research approach, which is, applied research that treats knowledge as a form of power and designates with the line between research and social action particularly assisted me in answering my research question. xiv used to describe school management team members’ understanding and experiences pertaining to inclusive education and why they are procrastinating. After data analysis of the first step was concluded, the research established that the participant educators were not in favour of inclusive education and for that reason perceived it negatively. Educators are not enthusiastic about inclusivity. Step 2 was the action plan of my research study on which the school management team members decided collective as a method to restructure their thinking towards an implementation programme for inclusive education for their school. The researcher also reflected on the limitations inherent to this study and presented guidelines and recommendations for implementing and maintaining inclusive education.
- Full Text:
- Date Issued: 2009
- Authors: Geduld, Deidre Chante
- Date: 2009
- Subjects: Inclusive education -- South Africa , Special education -- South Africa , School management teams -- South Africa , Mainstreaming in education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9470 , http://hdl.handle.net/10948/956 , Inclusive education -- South Africa , Special education -- South Africa , School management teams -- South Africa , Mainstreaming in education -- South Africa
- Description: Inclusion is about the organizational change within schools to improve the educational system for all learners. It means changes in the curriculum, changes in how teachers teach and how learners learn, as well as changes in how learners with and without special needs interact with and relate to one another. The quality of leadership makes a significant difference to educator participation in accommodating all learners. However, for this we as educators must ensure that we are fully capable of delivering this service irrespective how old we are or what our qualification levels are. It is my objective to understand the role the school management team plays in facilitating the process of changes, as change cannot be forced and the fear of change must be acknowledged and faced. The qualitative research paradigm and more specifically the participatory action research approach, which is, applied research that treats knowledge as a form of power and designates with the line between research and social action particularly assisted me in answering my research question. xiv used to describe school management team members’ understanding and experiences pertaining to inclusive education and why they are procrastinating. After data analysis of the first step was concluded, the research established that the participant educators were not in favour of inclusive education and for that reason perceived it negatively. Educators are not enthusiastic about inclusivity. Step 2 was the action plan of my research study on which the school management team members decided collective as a method to restructure their thinking towards an implementation programme for inclusive education for their school. The researcher also reflected on the limitations inherent to this study and presented guidelines and recommendations for implementing and maintaining inclusive education.
- Full Text:
- Date Issued: 2009
- «
- ‹
- 1
- ›
- »