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The attitudes of foundation phase teachers to the inclusion of learners who experience barriers to learning in the education system

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dc.contributor.advisor Hugo, A.J. (Prof.) en
dc.contributor.author Mudau, Sondaha Petrus en
dc.date.accessioned 2009-08-25T10:58:23Z
dc.date.available 2009-08-25T10:58:23Z
dc.date.issued 2009-08-25T10:58:23Z
dc.date.submitted 2004-11-30 en
dc.identifier.uri http://hdl.handle.net/10500/1952
dc.description.abstract In this study, the attitude of foundation phase teachers to the inclusion of learners who experience barriers to learning in the education system was explored. The following were discussed about the problem: Clarification of the concepts, a profile of learners who experience barriers to learning and development, the research design, analysis of the research results and recommendations were made. From this core problem, four underlining sub-problems were identified, namely: - Learners who experience barriers to learning are a heterogeneous group of learners. - Teachers' knowledge of barriers to learning and development is inadequate. - Teachers' attitude towards collaborative teaching and cooperative learning need to be addressed. - An outcomes-based-education approach influences inclusive education. It was found that teacher training in inclusive classrooms, barriers to learning, cooperative learning and collaborative teaching could enhance the attitude of teachers in inclusive education. When well planned for and maximizing the available resources, inclusive education can be a reality. en
dc.format.extent 1 online resource (190 leaves)
dc.language.iso en en
dc.subject Inclusive education en
dc.subject Barriers to learning en
dc.subject Collaborative teaching en
dc.subject Cooperative learning en
dc.subject Regular classrooms en
dc.subject Mainstream en
dc.subject Co-teaching en
dc.subject Development en
dc.subject Outcomes based approach en
dc.subject Integration en
dc.subject.ddc 371.90472
dc.subject.lcsh Elementary school teachers -- Attitudes
dc.subject.lcsh Inclusive education
dc.subject.lcsh Group work in education
dc.subject.lcsh Special education
dc.subject.lcsh Mainstreaming in education
dc.subject.lcsh Competency based education
dc.title The attitudes of foundation phase teachers to the inclusion of learners who experience barriers to learning in the education system en
dc.type Dissertation en
dc.description.department Educational Studies en
dc.description.degree M. Ed. (Special Needs Education) en


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