An evaluation of education support services provision in the Eastern Cape Province, South Africa.

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dc.contributor.advisorNzima, D.R
dc.contributor.advisorThwala, J.D
dc.contributor.authorNtsholo, Abegail Busisiwe
dc.date.accessioned2017-07-10T10:10:46Z
dc.date.available2017-07-10T10:10:46Z
dc.date.issued2017
dc.descriptionA thesis submitted to the Faculty Arts in partial fulfillment of the Degree of Doctor of Philosophy in Community Psychology in the Department of Psychology at the University of Zululand, 2017en_US
dc.description.abstractThe aim of this study was to evaluate the support services provision in schools. The study is based on inclusive education which advocates the importance of collaborative work by all stakeholders for effective implementation. System’s theory was considered since the schools are part of the community. Both qualitative and quantitative methods, combined with appreciative inquiry were employed. The sample consisted of 100 educators, 5 psychologists and 6 parents. Positive outcomes are visible from the respondents’ responses. The majority indicated an overwhelming support by the stakeholders. These findings indicated that educators are enthusiastic and dedicated to implementing inclusive education, despite some shortfalls. It is noted that the respondents’ biographical characteristics have positive influence on the perceived support services.en_US
dc.identifier.urihttps://hdl.handle.net/10530/1597
dc.publisherUniversity of Zululanden_US
dc.subjectsupport services --education --schoolsen_US
dc.titleAn evaluation of education support services provision in the Eastern Cape Province, South Africa.en_US
dc.typeThesisen_US
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