Die rol van die onderwysleier in onderwystransformasie met spesifieke verwysing na toelatingsbeleid : 'n gevallestudie van 'n gestremde leerder

[摘要] ENGLISH ABSTRACT:Educational provision to all the peoples of South Africa comes with political baggage.Educational provision in South Africa is entangled in the political system and restrictedby financial constraints.This research report shows the fragmented history of educational provision to five groupsof learners, namely the previous four racial groupings, but also the fifth grouping, thoselearners with special and/or specific educational needs.The research report recounts the adaptation and progress of a disabled pupil in amainstream school. The specific needs of the learner are researched, but the part that theeducators play, who often have very little or even no knowledge of learners with specialneeds, are also researched and the findings reported. The role that the support teams playin the progress of these learners progress are researched and formulated. The part theschool manager plays and the acceptance of the responsibility by the school to provideschooling of maximum quality for the disabled learner are weighed up against theacceptance of the disabled learner by fellow learners of the school.The case study is about one disabled learner in a mainstream school, and no conclusionsor recommendations are made. The story is told so that educators who are confrontedwith a disabled learner will not feel threatened by the presence of such learner. Theyshould also not be concerned about the influence that a disabled learner could have onlearners in an ordinary class. The educators of the learner in this study however foundthat they had to keep the disabled learners' specific needs in mind when they did theirplanning. This was never done to the detriment of any of the other learners. Theseeducators rather found that all learners benefited by the inclusion of the disabled learnerat this particular school.

[发布机构] Stellenbosch University