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You searched for +publisher:"University of the Western Cape" +contributor:("Stofile, S"). Showing records 1 – 2 of 2 total matches.

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University of the Western Cape

1. Sayser, Nickfred Johane. Development of an instrument that supports and monitors inclusive cultures, policies and practices in a Western Cape School .

Degree: 2014, University of the Western Cape

The democratisation of the South African government created a policy environment that enabled transformation in every sphere of our society. Transformation of the education sector was marked by the adoption of inclusive education as a constitutional imperative in this country. This resulted in attempts to make ordinary mainstreams schools more accessible to learners with disabilities. The transformation of schools into inclusive institutions is a tedious process that is being further complicated by the contentious nature of the notion of inclusion. The challenge to schools and institutions is that there is no measuring instrument against which schools can measure their own development, and which can inform the process they embark on. Against this backdrop this study aimed at developing an instrument that could guide schools through the process of becoming more inclusive. The question that this study seeks to answer is: What are the indicators that can be used to evaluate the development of inclusive practices in mainstream schools in the Western Cape context? Methodologically the study is set in a qualitative research paradigm that employed a participatory action research method (PAR), that matches the spirit of democracy that permeates the society in which participants in study found themselves in. In-depth interviews were used to pursue the aim of the study. Inclusive education is described in literature as an elusive and contentious concept. This description resonated well with the findings of this study as participants conceptualised inclusive education in a variety of ways. The study explored the three interconnected dimensions of inclusive education to direct the development of inclusive education in a school. This exploration yielded a variety of indicators for each dimension that were categorised in general indicators and more specific indicators. These general and specific indicators, as were foregrounded by the participants, were then collated in an instrument that the stakeholders of the school could use to support and monitor the implementation of inclusive cultures, policies and practices in their school. Advisors/Committee Members: Stofile, S (advisor).

Subjects/Keywords: South African government; Inclusive education; Schools

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sayser, N. J. (2014). Development of an instrument that supports and monitors inclusive cultures, policies and practices in a Western Cape School . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/4222

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Sayser, Nickfred Johane. “Development of an instrument that supports and monitors inclusive cultures, policies and practices in a Western Cape School .” 2014. Thesis, University of the Western Cape. Accessed January 21, 2020. http://hdl.handle.net/11394/4222.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Sayser, Nickfred Johane. “Development of an instrument that supports and monitors inclusive cultures, policies and practices in a Western Cape School .” 2014. Web. 21 Jan 2020.

Vancouver:

Sayser NJ. Development of an instrument that supports and monitors inclusive cultures, policies and practices in a Western Cape School . [Internet] [Thesis]. University of the Western Cape; 2014. [cited 2020 Jan 21]. Available from: http://hdl.handle.net/11394/4222.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sayser NJ. Development of an instrument that supports and monitors inclusive cultures, policies and practices in a Western Cape School . [Thesis]. University of the Western Cape; 2014. Available from: http://hdl.handle.net/11394/4222

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of the Western Cape

2. Rulwa-Mnatwana, Babalwa. School-based support teams’ understandings and experiences of inclusive education in the Western Cape .

Degree: 2014, University of the Western Cape

South Africa's education system has undergone dramatic changes in the last decade resulting in an increase in the levels of stress reported by educators. Changes, such as the implementation of Inclusive Education as well as the new culture of human rights in schools, have created extra responsibilities for educators. Today, educator’s don't just have to adjust to these changes, but also have to deal with a rise in learners experiencing barriers to learning and a variety of problems displayed by school leaners. This study explored the understandings and experiences of School-Based Support Teams (SBST) of inclusive education in the Western Cape. For the purpose of this study, a qualitative case study design was used. The researcher found it advantageous to use the qualitative research case study design because it enables the researcher to gain an in-depth understanding of the lived experiences of educators. The participants in this study were twenty educators who serve as members of the SBST in a special and public ordinary school. Participants reported that they experienced success in the implementation of Inclusive Education (IE) in their schools. These include established teamwork, increased access and participation, improved teaching practices as well as the provision of assistive devices. Participants reported positive gains during the implementation, they also reported challenges. These include lack of capacity, lack of resources, problem behaviours, unrealistic workloads and lack of support. This study concludes that if the School Based Support Team is critical in the implementation of IE in South Africa, the Department of Education as well as the schools needs to rethink these roles or develop a Human Resource Development Strategy that will empower educators with the knowledge and skills necessary to play the role. Secondly, the Department of Education should seriously consider ways in which educators can be protected from perpetrators. Lastly, based on the lived experiences of the SBST in the study, educators should continue with the good work but be allowed to provide support in ways that work within their capacity and broader socio-cultural contexts. Advisors/Committee Members: Stofile, S (advisor).

Subjects/Keywords: Inclusive education; School based support team; Qualitative research; Department of Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Rulwa-Mnatwana, B. (2014). School-based support teams’ understandings and experiences of inclusive education in the Western Cape . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/4801

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rulwa-Mnatwana, Babalwa. “School-based support teams’ understandings and experiences of inclusive education in the Western Cape .” 2014. Thesis, University of the Western Cape. Accessed January 21, 2020. http://hdl.handle.net/11394/4801.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rulwa-Mnatwana, Babalwa. “School-based support teams’ understandings and experiences of inclusive education in the Western Cape .” 2014. Web. 21 Jan 2020.

Vancouver:

Rulwa-Mnatwana B. School-based support teams’ understandings and experiences of inclusive education in the Western Cape . [Internet] [Thesis]. University of the Western Cape; 2014. [cited 2020 Jan 21]. Available from: http://hdl.handle.net/11394/4801.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rulwa-Mnatwana B. School-based support teams’ understandings and experiences of inclusive education in the Western Cape . [Thesis]. University of the Western Cape; 2014. Available from: http://hdl.handle.net/11394/4801

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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