The goodness of fit between a learner experiencing scholastic barriers to learning and a developing special needs school

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dc.contributor.advisor Mrs. J.V. Fourie and Dr. H. Dunbar Krige en_US
dc.contributor.author Salmon, Lauren Ann
dc.date.accessioned 2012-09-06T12:24:28Z
dc.date.available 2012-09-06T12:24:28Z
dc.date.issued 2012-09-06
dc.date.submitted 2007
dc.identifier.uri http://hdl.handle.net/10210/7114
dc.description M.Ed. en_US
dc.description.abstract Policy ambitions in national education policy are to create an inclusive environment wherein all learners, irrespective of their context can develop to their full potential. Invariably, this requires schools to review their approach to the way in which they assist their learners to overcome barriers to learning. This review is likely to involve a period of transition as the school in question considers and implements its policies towards achieving the national ambitions. Achieving an inclusive environment is a journey, it is not achieved overnight and consequently involves a period of transition or development for the school it self. It may prove challenging and certainly can be expected to influence the learners that the school is trying to educate. This study examines the impact of this change on a learner with scholastic barriers to learning, using the goodness of fit theory as its prism. It uses an ecosystemic approach to assess the interaction between the school itself and the learner in question, seeing both entities as separate systems that interact with each other and various other entities. The learner in this study has numerous internal and external factors contributing to her learning difficulties. She is in Grade 8 yet she is only able to read at a Grade 2 level and she experiences difficulties in various other subjects. The school is a developing special needs school that suffers immense resource constraints and hence battles with all manner of challenges. It has a high level of staff turnover and this feeds through into a disrupted curriculum, but also a perpetual shortage of skilled personnel. This frustration amongst staff at the school filters through into the learner body, where discipline and bullying loom large in the day to day atmosphere of the school. This leaves the school and the learner in a weak position to identify and address other external factors that give rise to barriers to learning. The subject of this study probably has a context that is not dissimilar to many of South Africa's youth, but morphs into a tragic tale when barriers to learning are left unaddressed and compound the misfortune of her generation. That is not to say there if no room for hope, but the onus invariably and maybe unfairly falls on the school, and recommendations such as, the establishment of a School Based Support Team and the implementation of an anti bullying program, can and are provided to help the school address its own challenges in helping its learners overcome their own barriers. It will require leadership and selfless commitment from all the staff, for whom the joy of teaching is more about spiritual fulfilment than monetary reward. en_US
dc.language.iso en en_US
dc.subject Special education - South Africa - Research en_US
dc.subject Learning disabled children - Education - South Africa en_US
dc.title The goodness of fit between a learner experiencing scholastic barriers to learning and a developing special needs school en_US
dc.type Mini-Dissertation en_US

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