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Addressing the development of full-service schools to include learners who are deaf, using the auditory oral approach

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dc.contributor.advisor Gericke, C. en
dc.contributor.author Retief, Wilhelmina Francina en
dc.date.accessioned 2009-08-25T10:52:40Z
dc.date.available 2009-08-25T10:52:40Z
dc.date.issued 2009-08
dc.date.submitted 2006-11-30 en
dc.identifier.uri http://hdl.handle.net/10500/1407
dc.description.abstract Learners who are deaf and who are using the auditory oral approach are currently included in ordinary schools in South Africa. By default, most educators are not adequately trained to include these learners successfully. Transformation and train-ing, specific to the context of inclusive education, is thus undeniable. Therefore, in order to address the development of full-service schools to include learners who are deaf and who are using the auditory oral approach, a literature study on the nature of inclusive education with the focus on full-service schools to include the mentioned learners, took place. A qualitative study was conducted and data was gathered by interviews with six, learners, parents and educators. The findings were corroborated with the literature study with a view to addressing learner and system needs in order to include these learners successfully in a full-service school. Based on the findings, recommendations are made to address the development of full-service schools to include the mentioned learners. en
dc.format.extent 1 online resource (vi, 190 leaves)
dc.language.iso en en
dc.subject Full-service schools en
dc.subject Deaf learners en
dc.subject Auditory oral approach en
dc.subject Transformation en
dc.subject Barriers to learning en
dc.subject Support en
dc.subject.ddc 371.91260968
dc.subject.lcsh Deaf children -- Education -- South Africa
dc.subject.lcsh Mainstreaming in education -- South Africa
dc.subject.lcsh Deaf children -- Education -- South Africa
dc.subject.lcsh Mainstreaming in education -- South Africa
dc.title Addressing the development of full-service schools to include learners who are deaf, using the auditory oral approach en
dc.type Dissertation en
dc.description.department Educational Studies en
dc.description.degree M. Ed. en


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