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Barriers to learning in the foundation phase in Umzimkhulu, KwaZulu-Natal Province

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dc.contributor.advisor Tlale, L. D. N.
dc.contributor.author Tuswa, Nobuntu Hicsonia
dc.date.accessioned 2017-06-21T08:21:13Z
dc.date.available 2017-06-21T08:21:13Z
dc.date.issued 2016
dc.identifier.citation Tuswa, Nobuntu Hicsonia (2016) Barriers to learning in the foundation phase in UMzimkhulu KwaZulu-Natal Province, University of South Africa, Pretoria, <http://hdl.handle.net/10500/22692>
dc.identifier.uri http://hdl.handle.net/10500/22692
dc.description.abstract According to White Paper 6, national policy regarding the provision of education in South Africa has changed since 1994 with an emphasis on the accommodation of all learners in one education system. The Department of Education envisaged an education and training system that would promote education for all and foster the development of inclusive and supportive centers of learning which would enable all learners to participate actively in education alongside their peers. The responsibility of the education system to develop and sustain learning is premised on the recognition that education is a fundamental right which extends equally to all learners. A complex and dynamic relationship exists between the learner, the centre of learning, the broader education system and the social, political and economic context of which they are all part. These components play a key role in whether or not effective learning and development take place. There are factors that lead to the inability of the system to accommodate diversity, which lead to learning breakdown or which prevent learners from accessing educational provision and have been conceptualized as barriers to learning and development. The primary aim of this study was to investigate and describe the barriers faced by foundation phase learners in an inclusive classroom and to propose the support needed to address those barriers. A literature review provided the background to an empirical inquiry using a qualitative approach. The design type chosen for this study was phenomenology which requires the researcher to ‘bracket‘ or put aside all prejudgments and collect data on how individuals make sense of a particular experience or situation. From the population of 17 schools in UMzimkhulu zone, three Junior Secondary schools were purposively chosen as a sample and the target group was foundation phase educators data was collected by means of INTERVIEWS as well as DOCUMENTS and were inductively analysed. FIELD NOTES were taken during interviews and a tape recorder was used. The data was analysed by using a thematic content analysis. The main themes identified in interviews were, among others, support, challenges faced by foundation phase educators, expectations of foundation phase educators, perceptions of inclusive education and challenges of inclusive education. The conclusion reached is that educators need more information and training about inclusive education. en
dc.format.extent 1 online resource (xi, 130 leaves) : illustrations (some color) en
dc.language.iso en en
dc.subject Inclusive education en
dc.subject Barriers to learning en
dc.subject Full-service school en
dc.subject Support services en
dc.subject Ecosystemic theory en
dc.subject.ddc 371.90460968467
dc.subject.lcsh Inclusive education -- South Africa -- UMzimkhulu -- Case studies en
dc.subject.lcsh Education, Primary -- South Africa -- UMzimkhulu -- Case studies en
dc.subject.lcsh Learning disabled children -- Education (Primary) -- South Africa -- UMzimkhulu -- Case studies en
dc.subject.lcsh Primary school teaching -- South Africa -- UMzimkhulu -- Case studies en
dc.title Barriers to learning in the foundation phase in Umzimkhulu, KwaZulu-Natal Province en
dc.type Dissertation en
dc.description.department Inclusive Education en
dc.description.degree M. Ed. (Inclusive Education)


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