Die behoeftes en probleme van hoofstroomopvoeders in die Vrystaat in 'n inklusiewe onderwysbenadering

Abstract

English: In view of the fact that inclusive education is in the process of being implemented by the South African government, a research study was undertaken to establish the problems and needs of mainstream educators in the Free State in an inclusive educational system. By means of an extensive literature study, the development of special and inclusive education was historically contextualised. Thereafter the focus fell on identified problems and needs of mainstream educators in countries such as the USA, England and Italy. During a qualitative study the needs and problems of mainstream educators working in an inclusive system (but without adequate support services) in the Free State, were identified. These needs and problems correspond with those described in international literature. Aspects such as negative attitudes towards people with disabilities, fear of change, teacher stress and problematic relationships between mainstream educators and educators from special education, inter alia, were discussed both in the literature study and the qualitative research. Likewise, various needs such as the need for effective training, adequate support services and realistic teacher-pupil ratios were identified and discussed both during the literature study and the qualitative research. With these findings as' foundation, important recommendations were made to the education authorities in the Free State. These findings can support the provincial government of the Free State in the training of and advocacy to mainstream educators for inclusive education.Afrikaans: Na aanleiding van die feit dat inklusiewe onderwys tans deur die regering van Suid- Afrika geïmplementeer word, is 'n ondersoek geloods om vas te stel wat die probleme en behoeftes van Vrystaatse hoofstroomopvoeders in 'n inklusiewe onderwysstelsel is: Tydens 'n ekstensiewe literatuurstudie, is die ontwikkeling van spesiale onderwys en inklusiewe onderwys eerstens binne historiese konteks geplaas. Verder het die fokus geval op probleme en behoeftes van hoofstroomopvoeders wat in lande soos die VSA, Engeland, Italië en andere geïdentifiseer is. Tydens die kwalitatiewe navorsingsproses is die behoeftes en probleme van Vrystaatse hoofstroomopvoeders, wat reeds in 'n inklusiewe onderwyssituasie funksioneer (maar sonder voldoende ondersteuningsdienste), ondersoek. Hierdie probleme en behoeftes toon vele raakpunte met dit wat in die literatuur van die internasionale gemeenskap beskryf word. Aspekte soos negatiewe houdings teenoor persone met gestremdhede, die vrees vir verandering, opvoederstres en 'n problematiese verhouding tussen hoofstroomopvoeders en opvoeders vanuit spesiale onderwys, inter alia, word in beide die literatuur en die kwalitatiewe ondersoek beskryf. Eweneens is verskeie behoeftes, byvoorbeeld die behoefte aan voldoende opleiding, effektiewe ondersteuningsdienste en realistiese opvoeder-leerder-ratio's tydens beide die literatuurstudie en die empiriese ondersoek geïdentifiseer. Met genoemde bevindinge as grondslag, is daar verskeie belangrike aanbevelings aan onderwysowerhede in die Vrystaat gemaak. Hierdie aanbevelings kan. die Vrystaatse provinsiale regering ondersteun in die proses van steunwerwing en opleiding van hoofstroomopvoeders vir inklusiewe onderwys.