Browsing by Author "Siebalak, Shamilla."
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- ItemEducators' perceptions of inclusive education(2002) Siebalak, Shamilla.; Urbani, G.; Vos, M.S.The aim of this study was to pursue an investigation if mainstream educators are adequately equipped to deal with learners with special educational needs in ordinary classrooms. From the literature study it became evident that inclusive education is not simply a reform of special education but it accommodates all learners within mainstream classrooms. Changing over to inclusive education will have to be done with great responsibility, otherwise inclusive education in South Africa will be doomed from the beginning. The actual implementation of inclusive education could be highlighted as being inter alia the following: > Legislation pertaining to inclusive education. »- The community as a whole. > No learners should be excluded from mainstream schools. ► In-service training and professional development. * Children should be grouped according to chronological ages. > Class size. ► Curriculum must be readapted. ► Assessment and evaluation should be changed. *■ Programmes and facilities must be constantly monitored and assessed. »- Financial issues need to be addressed. ► Facilities will have to be suitably adapted. Successful implementation of inclusive education will depend upon an effective and responsive educators to cater for the needs of all learners. The following needs of the educator influence his perceptions of inclusive education. * Emotional needs. *- The need for knowledge and skills. > The need for support. Inclusive education would require educators to: > Have a positive attitude. * Be flexible in their thinking. > Be critical, creative and innovative in their approach to teaching and learning. To measure the educators' perceptions of inclusive education it was necessary to design a set of values, attitudes, beliefs and responsibilities against which the perceptions of the educators could be measured. The values, attitudes, beliefs and responsibilities were grouped into the following key performance areas. > Successful implementation of inclusive education. ► Educators' perceptions of an inclusive classroom. The questionnaires were completed by the school principals, deputy principals, heads of department and educators. It was analyzed and the data processed. The study confirmed that the successful implementation of inclusive education will depend on the availability of the following: > A school and district based support team. *- In-service training and ongoing retraining. > Adequate funds. » Collaboration and consultation between special and mainstream educators. *■ Guidance and counselling facilities for parents. > Parental involvement. * Accessible transport. > Physical barriers to the built-in environment. > New teaching strategies. *■ Curriculum adaptation. In conclusion a summary was presented and based on the findings of this study. The following are some of the recommendations that were made: The implementation of inclusive education in South African classrooms need changes to be made to the curriculum, institution and methods of assessment. ► Successful implementation of inclusive education depends upon South Africa's utilization and development of its human resources. > Successful implementation of inclusive education relies largely on governance and funding.
- ItemReception classes : a model for bridging informal and formal education(1997) Siebalak, Shamilla.; Urbani, G.; Vos, M.S.The aim of this investigation was to determine the role of reception classes in bridging informal and formal education. An introductory description of the life-world of the preschool child was given. It is essential for the child to orientate himself in relation to his world; and for this purpose he must understand the significance of other people, objects/ ideas and himself The bases of relationships which the preschool child forms, namely the physical, psychological, social and cultural bases, were described. This was followed by an examination of the relationships he forms with himself, his parents, peers, objects/ideas, and religion The self-actualization of the preschool child as a person was discussed; that is helping the child to become the best that he is able to become. Conditions for the emergence of school readiness, criteria for school readiness and factors hindering school readiness were examined. An overview was provided of preschool education in the Republic of South Africa with specific reference to its origin and development thereof in the different provinces before 1994. Attention was also given to the inter-provincial movement regarding preschool as well as the present status of reception classes in the country. A literature study was also made of the existing preschool models for the different race groups in KwaZulu-Natal (former Natal), as well as governmental and non-governmental involvement in preschool education. The reception class model was discussed with reference to the programmes offered, curriculum, accreditation, training of teachers and funding. The quality of preschool education presently rendered in KwaZulu-Natal was explored with regard to the training of teachers, pupil-teacher ratio and preschool facilities. In conclusion, a summary of the investigation and findings emanating from the literature study was presented Based on these findings, the following recommendations were made: Provision for reception classes should form part of the free and compulsory education plan of the government. Urgent attention should be given to parent guidance and involvement programmes in the education of preschool children.