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Experiences of learning support teachers in the foundation phase with reference to the implementation of inclusive education in Gauteng

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dc.contributor.advisor Hugo, Anna Johanna, 1947-
dc.contributor.author Mahlo, Francina Dikeledi
dc.date.accessioned 2012-05-17T08:39:32Z
dc.date.available 2012-05-17T08:39:32Z
dc.date.issued 2011-12
dc.identifier.uri http://hdl.handle.net/10500/5692
dc.description.abstract The policy of Inclusive Education (IE) in White Paper 6 (2001) acknowledges that all children can learn with support. The aim of this study is to explore the experiences of Learning Support Teachers (LSTs) in supporting Foundation Phase teachers in implementing Inclusive Education (IE) in Gauteng Province, South Africa. A lack of support for teachers and learners in IE has dominated current discussions on education. According to the Department of Education (DoE, 2000:28), the establishment of an IE system in schools would require appropriate district as well as institution level support services, and more than just accepting learners with different learning needs in mainstream classrooms. Many teachers have not had the benefit of being trained to teach learners who experience barriers to learning, hence most find it difficult. Although specialist teachers in the form of Learning Support Teachers (LSTs) have been employed in the Foundation Phase to fill that gap and assist classroom teachers, the learners are not receiving the assistance hoped for. Based on an assumption that the failings may largely be systemic, this study therefore uses Bronfenbrenner’s ecological systems theory and a qualitative research design to examine the implementation of IE in selected schools, with seven LSTs being interviewed and observed, while documents pertaining to the support rendered were analysed. Seven principals and seven classroom teachers were also interviewed. The analysis employed Creswell’s method and the findings highlighted factors affecting the implementation of IE. The factors include inadequate district support, socio-cultural issues, classroom and management factors, lack of resources and inadequate collaboration between the stakeholders. The study makes recommendations and suggests further areas of research. en
dc.format.extent 1 online resource (xii, 276 leaves) : ill. (some col.), col. map
dc.language.iso en en
dc.subject Learning support teachers en
dc.subject Inclusive education en
dc.subject District based support team en
dc.subject Institution level support team en
dc.subject Foundation phase
dc.subject.ddc 371.9046096822
dc.subject.lcsh Inclusive education -- South Africa -- Gauteng
dc.subject.lcsh Education, Primary -- South Africa -- Gauteng
dc.subject.lcsh Children with disabilities -- Education (Primary) -- South Africa -- Gauteng
dc.title Experiences of learning support teachers in the foundation phase with reference to the implementation of inclusive education in Gauteng en
dc.type Thesis en
dc.description.department Teacher Education
dc.description.degree D. Ed. (Inclusive Education)


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