Educational Psychology & Special Needs Education
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Browsing Educational Psychology & Special Needs Education by Author "Adams, J.D."
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- ItemEducator's attitudes towards inclusive education(2003) Mashiya, Joyce Nontokozo; Sibaya, P.T.; Adams, J.D.The present investigation had three objectives. The first aim was to examine educators' attitudes towards inclusive education. The second aim was to determine the extent to which educators were influenced by factors such as qualifications, age, gender, phase, experience, and class size. The third aim was to find out whether educators who have contact with special education personnel, hold positive attitudes towards inclusive education. The questionnaire was administered to groups of black and white educators teaching in mainstream settings, a remedial centre and in a pilot school for inclusive education in KwaZulu-Natal. Fifty-eight percent of the educators were found to have negative attitudes towards inclusive education, whereas forty-two percent displayed a positive attitude towards inclusive education. Results also indicated that the variables of age, gender, qualification, experience, grade and class-size have an influence on educators' attitudes towards inclusive education. The results furthermore show that fifty-nine percent of educators did not have contact with special education personnel and that the majority of this group hold negative attitudes towards inclusive education. Forty-one percent of educators had contact with special education personnel and the majority of this group had positive attitudes towards inclusive education. Therefore, it is concluded that educators' contact with special education personnel influenced their attitudes towards inclusion of disabled learners in mainstream settings.
- ItemExperiences of young school-going mothers in high schools at Leribe District of Lesotho(University of Zululand, 2012) Molapo, Cecilia Mamojela; Adams, J.D.; Zulu, S.P.This study examined the experiences of young school-going mothers with regard to how their teachers, classmates/peers and the community view them. A qualitative research design was deemed on appropriate approach for this study. The sample comprised of 10 young school- going mothers from 5 high schools in Leribe district of Lesotho. Interviews were used to collect data individually and in focus groups. Data were analyzed qualitatively using the process of content analysis. Information emanating from the interviewers were transcribed and coded into themes pertaining to the school-going mothers’ experiences in high schools. The findings suggest that the young mothers were not supported by some of their teachers; they were rejected by their peers and classmates and, labeled by the community they live in. Sample comprised 10 young mothers from 5 high schools in Leribe district of Lesotho. On the basis of the findings, both curative and preventative strategies were recommended for dealing with young school going mothers.
- ItemPrimary school educators' attitudes towards inclusive education(2009) Zulu, Sibongile Primrose; Adams, J.D.The current principles of education policies in South Africa reflect great challenges facing a society in transition. Evidently, the task undertaken by successive democratic governments since 1994 has been to address the inequalities of the past. Since as the capacity of country's building education in various ways - including Special Needs Education, Inclusive Education and Training System, in particular, the White Paper 6 (2001) attempted to promote, enhance and support the inclusion, participation and development of learners. This study examined the attitudes of primary school educators towards inclusive education, particularly the inclusion of mentally challenged learners. The study was specifically investigated the attitudes of primary school educators towards the inclusion of mentally challenged learners in mainstream education. It also aimed to determine the category/categories of mentally challenged learners which primary school educators preferred to be integrated in the mainstream. Additionally, the study also sought to establish how the following variables associated with the attitudes of educators towards the inclusion of mentally challenged learners in mainstream education: age, grade level taught, gender, type of school, teaching experience and class size. The study was both analytical and quantitative descriptive in nature, in which educators from primary schools in the Empangeni and Obonjeni Districts serve as accessible population. A structured questionnaire constructed according to a five-point Likert - type scale was used to collect data. Data were analysed both qualitatively and qualitatively. The statistical technique used to test the hypotheses was the Chi-square. The findings indicated that the majority of educators held negative attitudes towards the inclusion of the mentally challenged learners in mainstream education. Finally the findings revealed that the variables o£ gender, age, type of school, experience and class size have no influence on primary school educators attitude towards the inclusion of mentally challenged learners. However, the variable grade showed to have an influence on educators* attitude towards the inclusion of the mildly mentally challenged learners into mainstream education. Ninety percent of educators indicate that educators prefer to integrate gifted learners, mild and moderately mentally retarded learners; and Underachieving learners. Although not overahelmingly demonstrated, there is presumptive evidence that the work environment has an impact on the attitudes of the primary school educators. There is an urgent need for improvement of certain service conditions in the school setting to change the attitudes of educators. Lack of experience, lack of in-service training and lack of inspiration emerged as other factors retarding the implementation of inclusive education.
- ItemTeachers' perceptions of teenage pregnancy in selected schools in Lesotho(University of Zululand, 2010) Moliko, M'amohlakoana Rosalia; Adams, J.D.; Zulu, S.P.Teenage pregnancy in high schools is one of the major concerns among education stakeholders in Lesotho. This observation warrants an investigation into how teachers perceive this phenomenon. The study sought among other things to identify factors teachers perceive to be contributing to teenage pregnancy, including the consequences. A descriptive research design was used and purposive sampling was employed to identify participating schools and participants from the Qacha's Nek district of Lesotho. A purposive sample was deemed appropriate for this study. Data was collected by means of a questionnaire and was analyzed qualitatively and quantitatively. The results of this study indicate that teachers have negative perceptions towards teenage pregnancy. The findings of this study also reveal that factors such as gender, age, grade level and teaching experience influence perceptions of teachers towards teenage pregnancy. The study also reveals factors that teachers conceive of as causes of teenage pregnancy, including the consequences of teenage pregnancy.