A study of KwaZulu Natal educators atituides towards the inclusion of mildly mentally retarded learners into mainstream education
| dc.contributor.advisor | Sibaya, P.T. | |
| dc.contributor.author | Naidoo, Jayendran | |
| dc.date.accessioned | 2013-03-25T09:43:59Z | |
| dc.date.available | 2013-03-25T09:43:59Z | |
| dc.date.issued | 2004 | |
| dc.description | A dissertation submitted to the Faculty of Education in fulfilment or partial fulfilment of the requirements for the Degree of Master of Education in the Department of Educational Psychology and Special Education at University of Zululand, South Africa, 2004. | en_US |
| dc.description.abstract | The present investigation had two objectives. The first aim was to examine educators' attitudes towards the inclusion of mildly mentally retarded learners into mainstream education. The second aim was to determine the extent to which educators were influenced by factors such as gender, age, teaching experience, special education qualification and teaching phase qualification. A questionnaire was administrated to all race groups of educators teaching in mainstream primary schools, located in the Umlazi District. Fifty two and a half percent (52,5%) of the educators were found to have a positive attitude towards the inclusion of mildly mentally retarded learners in mainstream classes. Forty seven and a half percent (47.5%) displayed a negative attitude towards the inclusion of mildly mentally retarded learners in mainstream classes. Results also illustrated that the variables of gender, age and years of teaching experience have no influence on educators' attitude towards the inclusion of mildly mentally retarded learners in mainstream education. However, the results did indicate that there is a relationship between educators' qualification in special education and their attitude towards the inclusion of mildly mentally retarded learners in mainstream education. Fourteen percent (14%) had special education qualification and the majority of this group had positive attitudes towards the inclusion of mildly mentally retarded learners in mainstream education. Finally with regard to the variable of teaching phase qualification, there appeared to be insufficient evidence to make a decision as to the relationship between teaching phase qualification and educators' attitude towards the inclusion of mildly mentally retarded learners in mainstream education. | en_US |
| dc.identifier.other | 310779 | |
| dc.identifier.uri | https://hdl.handle.net/10530/1159 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Zululand | en_US |
| dc.subject | Children with mental disabilities--South Africa--KwaZulu-Natal. | en_US |
| dc.subject | Inclusive education | |
| dc.subject | Inclusive education -- educator attitudes | |
| dc.title | A study of KwaZulu Natal educators atituides towards the inclusion of mildly mentally retarded learners into mainstream education | en_US |
| dc.type | Thesis | en_US |
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