Educators' perceptions of their educational responsibility towards hearing impaired children in mainstream schools

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dc.contributor.advisorUrbani, G.
dc.contributor.advisorVos, M.S.
dc.contributor.advisorvan der Merwe, A.
dc.contributor.authorVerhoef, Suna Margaretha
dc.date.accessioned2011-08-04T07:25:25Z
dc.date.available2011-08-04T07:25:25Z
dc.date.issued2005
dc.descriptionSubmitted in fulfilment of the requirements for the degree DOCTOR of EDUCATION In the Department of Educational Psychology & Special Education of the Faculty of Education at the UNIVERSITY OF ZULULAND, 2005.en_US
dc.description.abstractIn recent years inclusive education has risen to prominence internationally. The issue of inclusion is essentially the relocation of learners, resources and expertise into an equally comprehensive, regular education system. However, in countries such as South Africa, the issue of inclusion entails extension and development, such that the limited educational provision already available can begin to include a wider range of leamers (Engelbrecht, Green, Naicker, & Engelbrecht, 1999: 26; Swart, Engelbrecht, Eloff & Pettipher, 2002:175). The discussion of inclusive education thus takes place within the rights discourse and has as its basis South Africa's new democratic constitution (Engelbrecht, Green, Naicker & Engelbrecht, 1999: 26). Schools are meant to be a reflection of a democratic society in which all members are accepted and diversity is celebrated. Educators will need to work in partnership with parents, leamers, other educators, resource centers and community-based organizations in order to successfully implement inclusive education (Campher, 2003:53; Corbett, 2001:118). Hearing impaired leamers constitute an integral part of the group of leamers who were labelled disabled and who were taught in separate, special schools. The South African Schools Act, No. 84 of 1996 which was passed in November 1996 states that •... a public school must admit learners and serve their education requirements without unfairly discriminating in any way" (RSA, 1996:6). This means that mainstream public schools may be legally obliged to provide for learners with special educational needs, and thus also hearing impaired leamers. 2 The principles and values contained in the new constitution of South Africa (1996) and in the White Paper on Education and Training (Department of Education, 1995) acknowledge that education should be accessible and all learners are to be given the opportunity to participate in a common education curriculum (Mowes, 2002:47; Oswald, Ackermann & Engelbrecht, 2000:307).en_US
dc.identifier.urihttps://hdl.handle.net/10530/800
dc.language.isoenen_US
dc.subjectHearing impaired childrenen_US
dc.subjectInclusive educationen_US
dc.titleEducators' perceptions of their educational responsibility towards hearing impaired children in mainstream schoolsen_US
dc.typeThesisen_US
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