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University of South Africa

1. Human, Lizl. The social inclusion of learners with visual impairment in a mainstream secondary school in Namibia .

Degree: 2010, University of South Africa

According to Hatlen (2004), most learners with disabilities in an inclusive educational setting are socially isolated. This statement contributed to the research question of this study, how do learners with visual impairment experience the social aspects of their inclusion in a Namibian mainstream secondary school? The aim of this study was to design a case study to analyse and describe data collected from learners with visual impairment and other participants to determine how they are socially included in a mainstream setting. A qualitative research methodology was used, which included purposive sampling to select participants. The researcher functioned in an interpretive/constructivist paradigm. It was found that the learners with disabilities and the able-bodied learners do not truly mix, however, the learners with disabilities are content in the mainstream school and they prefer it.; Om aan 'n groep te behoort en sosiaal ingesluit te voel is 'n basiese menslike behoefte - dit is net so belangrik soos die basiese behoeftes van kos en veiligheid. Sosiale inklusie kan as een van die kritiese elemente beskou word wat onderskei tussen mense wat ongesteld is en mense wat gesond is. Betekenisvolle verhoudings dra by tot self-aktualisering. Lae sosiale inklusie beteken vir leerders eensaamheid en swak aanvaarding deur portuurgroepe. Sosiale inklusie is van groot belang vir kinders se ontwikkeling. Navorsing het bevind dat inklusiewe hoofstroomskole die effektiefste manier is om diskriminasie te beveg en sosiale insluiting te bevorder. Hatlen (2004) is van mening dat die groter meerderheid van leerders met gestremdhede in 'n hoofstroomskool sosiaal gei soleerd is. Die doel van hierdie kwalitatiewe studie was om leerders met gestremdhede se persepsie van hulle eie sosiale aanvaarding binne 'n inklusiewe hoofstroom sekondere skool te ondersoek. Die navorser het binne 'n interpretatiewe/konstruktivistiese paradigma gewerk. 'n Kwalitatiewe navorsingsmetodologie is gevolg en het die volgende ingesluit: doelbewuste seleksie om te bepaal wie die deelnemers sou wees; onderhoude, observasie, dokumente en refleksies om data te genereer; en inhoudsanalise om die data te analiseer. Navorsingsbevindinge dui aan dat leerders met gestremdhede vir jare afgesonder was van die res van die samelewing deur hierdie leerders in spesiale skole te plaas. Dit het veroorsaak dat mense vervreemd van mekaar is en het 'n skeiding tussen 'ons' en 'hulle' veroorsaak. Die bevindinge van hierdie studie beklemtoon die belangrikheid van bewusmaking tussen leerders met gestremdhede en leerders sonder gestremdhede. Daar kom wel afknouery voor op die skoolgronde en ware vriendskappe tussen leerders met gestremdhede en leerders sonder gestremdhede vind nie in die ware sin van die woord plaas nie. Hierdie leerders is egter tevrede en verkies steeds om in 'n hoofstroomskool te wees. Inklusiewe onderwys is nog 'n nuwe konsep en in die ontwikkelingsfase in Namibie, terwyl die leerders nog onbekend is met inklusie, asook met mekaar. Advisors/Committee Members: Lessing, A.C. (Anna Christina), 1947- (advisor).

Subjects/Keywords: Social inclusion; Inclusive education; Mainstream secondary school; Visual impairment; Special education; Sosiale inklusie; Inklusiewe onderwys; Hoofstroming; Integrasie; Spesiale onderrigbehoeftes; Spesiale onderrig; Visuele gestremdheid; Blindheid; Gestremdheid; Ongeskiktheid

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

APA (6th Edition):

Human, L. (2010). The social inclusion of learners with visual impairment in a mainstream secondary school in Namibia . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/3731

Chicago Manual of Style (16th Edition):

Human, Lizl. “The social inclusion of learners with visual impairment in a mainstream secondary school in Namibia .” 2010. Masters Thesis, University of South Africa. Accessed May 20, 2019. http://hdl.handle.net/10500/3731.

MLA Handbook (7th Edition):

Human, Lizl. “The social inclusion of learners with visual impairment in a mainstream secondary school in Namibia .” 2010. Web. 20 May 2019.

Vancouver:

Human L. The social inclusion of learners with visual impairment in a mainstream secondary school in Namibia . [Internet] [Masters thesis]. University of South Africa; 2010. [cited 2019 May 20]. Available from: http://hdl.handle.net/10500/3731.

Council of Science Editors:

Human L. The social inclusion of learners with visual impairment in a mainstream secondary school in Namibia . [Masters Thesis]. University of South Africa; 2010. Available from: http://hdl.handle.net/10500/3731

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