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Remediërende praktisyns se konsepsie van die insluitende onderwysbeleid

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dc.contributor.advisor Dr. R.E. Swart en_US
dc.contributor.author Heiberg, Maria Elizabeth
dc.date.accessioned 2012-09-12T08:55:19Z
dc.date.available 2012-09-12T08:55:19Z
dc.date.issued 2012-09-12
dc.date.submitted 1997-11
dc.identifier.uri http://hdl.handle.net/10210/7587
dc.description M.Ed. en_US
dc.description.abstract The African National Congress' (ANC) victory of the 1994 elections in South Africa, and the consequent establishment of the Government of National Unity, led to far reaching changes in many facets of South African lifestyles. The changing political climate resulted in many policy documents, both of a political and professional nature, coming to light. It seems from these documents that all resources (including educational-, health-, and other professional resources) should be redistributed. The changes that may originate from this redistribution, have implications at both meso- and macro-level of society. In the context of Education, training and practical implementation are directly effected. Suggestions in favour of progressive mainstreaming have already been put forward, and it is clearly stated that mainstreaming together with inclusion are seen as specific medium- to longterm goals. The new South African government sees education as a basic human right and the government aims to make education accessible to all learners. Consequently a need for a system which is more effective and accessible, complying with the needs of a post-apartheid South Africa has developed. Inclusive education is seen as a way of complying with educational needs, also with regards to learners with special educational needs. This implies that all schools will eventually be able to accommodate all learners, including those learners who to date received education in schools for special education. Teachers are seen as the key figures in the change to inclusive education policy. Should the teacher have a negative conception with regards to the new policy, the successful implementation thereof may be threatened. When personal negative conception does not change, motivation is lacking and there is no correlation between what happens in practice and the theory of the policy makers. To investigate and gain insight into the conception of teachers and other remedial personnel with regards to the new education policy is indispensable research for the implementation of the new policy. In the light thereof, the over-all aim of this study is to describe the conceptualization of a group of remedial practitioners, which may serve as a point of departure in developing a new approach to training, and test and expand existing literature. en_US
dc.language.iso afr en_US
dc.subject Remedial teaching en_US
dc.subject Remedial teaching -- Teacher training en_US
dc.subject Educational law and legislation -- South Africa en_US
dc.subject Special education teachers -- Attitudes en_US
dc.title Remediërende praktisyns se konsepsie van die insluitende onderwysbeleid en_US
dc.type Thesis en_US

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