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dc.contributor.advisorNiemann, S. M.
dc.contributor.authorJacobs, L.
dc.contributor.otherBrynard, S. T.
dc.date.accessioned2015-08-18T15:42:10Z
dc.date.available2015-08-18T15:42:10Z
dc.date.issued2005-01
dc.identifier.urihttp://hdl.handle.net/11660/918
dc.description.abstractEnglish: Inclusive Education is an ideal currently being sought after and being realised in different ways in different countries across the globe. The Constitution of South Africa (RSA 1996a) paved the way for democracy and the accommodation of diversity. These principles also formed the foundation for the formulation of a distinctive policy for South Africa regarding inclusive education that was accepted in 2001. Inclusive education is, therefore , a reality that school managers must progressively deal with on a daily base. The predicament, however for the majority of the current school managers, is that they were trained for, and until now predominantly functioned in, a mainly exclusive education environment and thus have little or no knowledge regarding inclusivity. This implies that they are probably not sufficiently empowered to implement inclusive education. Against this background, the investigation was undertaken in order to describe the role of school management in the implementation of inclusive education in schools. A comprehensive literature study was undertaken to encompass relevant international and national policies. Available literature on the experiences of educators and school managers across the world were also scrutinised to obtain relevant information. This was followed by a quantitative investigation amongst school managers of non-inclusive schools in the Motheo district the Free State aiming at collecting data on the compatibility of inclusive education with the current status in schools. Finally a qualitative investigation was undertaken in the Bojanala-West region (in the locality of Rustenburg) where the inclusive eduation policy has been implemented, to obtain managerial perspectives from school managers of inclusive schools. The findings of the investigation were used to make certain recommendations regarding the role of school managers in the implementation of inclusive education at South African schools. If these broad directives are followed, any management team, in conjunction with all other role-players, should be able to facilitate the creation of an inclusive school environment fit for the unique nature and establishment of their school community to the advantage of all learners.en_ZA
dc.description.abstractAfrikaans: Inklusiewe onderwys is ’n ideaal wat tans wêreldwyd nagestreef word en in verskillende lande op verskillende wyses realiseer. Met die aanvaarding van die huidige Grondwet (RSA 1996a) in Suid-Afrika is die grondslag van demokrasie en die akkommodering van diversiteit gelê. Hierdie beginsels is ook die basis waarop ’n eiesoortige beleid vir inklusiewe onderwys in Suid -Afrika geformuleer en in 2001 aanvaar is. Inklusiewe onderwys is dus toenemend ’n realiteit waarmee skoolbestuurders in Suid-Afrika daagliks moet handel. Die dilemma waarmee skoolbestuurders egter te kampe het, is dat hulle tot op hede in ’n eksklusiewe onderwysstelsel gefunksioneer het en weinig of geen kennis van inklusiewe onderwys het nie. Hulle is dus waarskynlik nie voldoende toegerus om die beleid van inklusiewe onderwys te implementeer nie. Teen hierdie agtergrond is ’n ondersoek geloods om die bestuursrol van die skoolbestuurder in die implementering van die beleid van inklusiewe onderwys te omskryf. ’n Omvattende literatuurstudie rakende toepaslike beleid op internasionale en nasionale vlak is uitgevoer. Beskikbare literatuur oor die ervarings van opvoeders, en veral skoolbestuurders in lande waar inklusiewe onderwys reeds ’n geruime tyd ’n werklikheid is, is ook bestudeer. Daarna is ’n kwantitatiewe ondersoek onder skoolbestuurders van nie-inklusiewe skole in die Motheo-distrik in die Vrystaat gedoen om inligting oor die versoenbaarheid van inklusiewe onderwys met die huidige stand van skole in hierdie streek te verkry. Uiteindelik is ’n kwalitatiewe ondersoek uitgevoer om inligting oor die ervarings van skoolbestuurders van inklusiewe skole in die Bojanala -Wes-streek (in en om Rustenburg) waar die beleid op inklusiewe onderwys reeds geïmplementeer is, in te win. Hiermee is gepoog om nuwe perspektiewe oor die realiteit van inklusiewe onderwys te verkry. Die bevindinge van bogenoemde ondersoek is gebruik om aanbevelings te maak ten opsigte van die rol van skoolbestuurders om inklusiewe onderwys by skole te implementeer. Met inagneming van genoemde riglyne, kan ’n bestuurspan, tesame met ander rolspelers, ’n inklusiewe omgewing fasiliteer wat pas by die unieke aard en samestelling van hulle skoolgemeenskap en wat tot voordeel van alle leerders kan strek.en_ZA
dc.language.isoaf
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectDissertation (M.Ed. (Comparative Education and Education Management))--University of the Free State, 2005en_ZA
dc.subjectInclusive education -- South Africaen_ZA
dc.subjectMainstreaming in education -- South Africaen_ZA
dc.subjectSchool management and organization -- South Africaen_ZA
dc.subjectEducational change -- South Africaen_ZA
dc.titleInklusiewe onderwys: 'n bestuursperspektiefen_ZA
dc.typeDissertationen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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