http://hdl.handle.net/10500/6438 2013-06-18T20:28:19Z 2013-06-18T20:28:19Z Phala, Thembi Anastacia Lucky http://hdl.handle.net/10500/9749 2013-06-01T22:01:47Z 2013-06-01T00:00:00Z

Problems in word recognition for grade 4 learners in an inclusive classroom in Ekurhuleni South, Gauteng Phala, Thembi Anastacia Lucky Reading is currently a great concern in South Africa with most learners reading below their grade level. In order to remedy this problemthe Department of Education (DoE) has launched a number of campaigns to ensure learners are continuously monitored and evaluated. The purpose of this study is to explore how Grade 4 teachers support learners with word recognition problems in an inclusive classroom. Grade 4 is a transitional grade from mother tongue to English as the medium of instruction in most of Gauteng schools. This shift creates a challenging factor when teaching reading. Although the teachers’ in this investigation were professionally trained not all were trained on how to teach reading and such components as word recognition and lack of strategies raised a major concern. The DoE (2005:67) also stressed that in applying teaching methods teachers should bear in mind that there is no single classroom in which all learners will be exactly the same or learn in the same way and same pace. Hence, teachers need to be creative when dealing with word recognition problems in order to be able to accommodate different learners in an inclusive classroom. In addressing the challenges faced this study uses Bronfenbrenners ecological system theory and qualitative research design to examine how teachers support learners with word recognition problem. The interview questions were firstly piloted with one of the neighbouring Grade 4 teacher. After the pilot study six Grade 4 teachers from four different primary schools were interviewed and observed and their documents were also analysed. The analysis used Creswell’s method and the finding highlighted factors which affect Grade 4 teachers when supporting learners with word recognition. The factors include the following: understanding the Grade 4 learner, curriculum changes in Grade 4, teacher training in the teaching of reading, teaching reading in Grade 4, addressing word recognition in Grade 4, insufficient district support, lack of parental involvement, lack of enough resources and time allocation and lesson plans. Based on the findings, recommendations were made on how to support Grade 4 learners with word recognition problems.

2013-06-01T00:00:00Z Mkhuma, Israel Lindokuhle http://hdl.handle.net/10500/9743 2013-06-01T22:01:33Z 2012-12-01T00:00:00Z

The challenges experienced by teachers in identifying learners who experience barriers to learning in a rural full-service school in KwaZulu-Natal Mkhuma, Israel Lindokuhle Full-service/inclusive schools are new institutions in South Africa which have been established in terms of the Education White Paper 6 (Department of Education, 2001:22-23) as pilot schools for the rolling out of the Inclusion policy in South Africa. The purpose of this study was to explore the teachers‟ challenges in identifying learners who experience barriers to learning in a rural Full-Service School in KwaZulu-Natal. Teachers in such schools are expected to have skills and knowledge to identify learners and provide support. Most teachers in Full-Service Schools possess qualifications to teach in mainstream schools and depend on the Departmental workshops for the skills needed to identify learners and provide support. The identification of such learners was selected because it is the first step in the process of providing support to learners. Teachers should therefore have skills and knowledge of identifying learners in order to minimise bias, non-identification, over-identification as well as mis-identification. This qualitative study employed a case study design to examine teachers‟ challenges in identifying learners. Six teachers were selected for interviews and the SIAS documents were studied to confirm the findings from interviews. Inductive methods were used to analyse the data. Recommendations for future research studies were made.

2012-12-01T00:00:00Z Malahlela, Moyagabo Kate http://hdl.handle.net/10500/9353 2013-05-18T22:01:22Z 2012-11-01T00:00:00Z

The effects of teenage pregnancy on the behaviour of learners at secondary schools in the Mankweng area, Limpopo Malahlela, Moyagabo Kate The aim of this study was to investigate the educators‟ perceptions of the effects of teenage pregnancy on the behaviour of secondary school learners in Mankweng area, Limpopo province. The study sought to establish whether teenage pregnancy has an effect on school attendance, school performance and emotional behaviour of pregnant learners as perceived by educators. Fourteen educators from seven secondary schools in Mankweng area were purposively sampled for the study. Data was collected using in-depth interviews to allow the researcher a platform to ask open-response questions and to explore the educators‟ perspectives about the effects of teenage pregnancy. The data was analysed thematically by carefully identifying and expanding significant themes that emerged from the informants‟ perceptions about the effects of teenage pregnancy. The study revealed that teenage pregnancy has a negative or detrimental effect on the school attendance, academic performance, emotional behaviour and relationships between pregnant teenagers, their peers and educators. The study recommends that sex education should be taken seriously in secondary schools; educators should liaise with health professionals in the community; pregnant learners to be supported and not humiliated or stigmatized by school stakeholders; educators to encourage teenagers to use preventative and protective measures and to encourage learners to delay engaging in sexual relationships.

2012-11-01T00:00:00Z Fakudze, Sisana Susan http://hdl.handle.net/10500/9220 2013-04-27T22:02:45Z 2012-11-01T00:00:00Z

Supporting teachers to implement inclusive education in Kwaluseni District, Swaziland Fakudze, Sisana Susan This study sought to find out ways in which teachers can be supported to implement inclusive education at a primary school in the Kwaluseni district of Swaziland. The government of Swaziland introduced Free Primary Education ( F.P.E) also called mainstreaming. As per governments order, parents brought their learners for grade 1 and that was in 2010 January. That marked the beginning of the problem as teachers were not used to teaching disadvantaged learners in their classes but believed that such learners have to be transferred to specials schools of which the country only has four. The study is a case study using a qualitative approach. Purposive sampling was used in choosing the sample. The key informant were teachers from Kwaluseni primary school. For data collection a designed interview with semi structured and open ended items was used. Data was analysed using codes and there was a search for patterns of thinking or behaviour, words or phrases that appeared with regularity was the coding categories. A report was then written based on the findings. Then recommendations were stated.

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