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The experiences of learners' with dyslexia in moving from special to mainstream education
Dissertation (MEd (Curriculum Design and Instructional Development))--University of Pretoria, 2024.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2025
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| _version_ | 1867613703240679424 |
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| access_status_str | Open Access |
| author2 | De Jager, Sarina |
| author_browse | De Jager, Sarina |
| author_facet | De Jager, Sarina |
| collection | Thesis |
| dc_rights_str_mv | © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd (Curriculum Design and Instructional Development))--University of Pretoria, 2024. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/100827 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:40:21.476Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/100827 The experiences of learners' with dyslexia in moving from special to mainstream education De Jager, Sarina jordan5bradfield@gmail.com Bradfield, Jordan UCTD Sustainable Development Goals (SDGs) Photovoice Narrative reflections Transitioning Views South Africa Dyslexia Dissertation (MEd (Curriculum Design and Instructional Development))--University of Pretoria, 2024. This study explored the views of adolescent learners with dyslexia who transitioned from a special school to a mainstream school in South Africa. Studies done in the South African context have focused primarily on the academic performance of learners with dyslexia who transitioned to mainstream schools. Based on my exploration of prior and recent studies, the current research does not adequately represent the views held by learners with dyslexia in additional spheres of their lives. This qualitative research study made use of an interpretative phenomenological approach, incorporating photovoice data, narrative reflections, and semistructured interviews. The data were analysed using systematic visuo-textual and interpretive phenomenological frameworks to understand the experiences of four learners with dyslexia who had transitioned from a special school to a mainstream school. The findings indicated that the learners with dyslexia experienced feelings of isolation and being overwhelmed in the mainstream academic setting and by social situations. The learners with dyslexia used their extracurricular activities and the preparations implemented at their special school as coping mechanisms for empowerment within the context of their educational transitions. The study generated new insights into the transition of learners with dyslexia from a special school to a mainstream school. This study offers valuable insights for curricular design and highlights the need for enhanced multi-disciplinary team support to facilitate smoother transitions for learners with dyslexia, ultimately promoting better educational outcomes and childhood well-being. Curriculum Studies MEd (Curriculum Design and Instructional Development) Unrestricted Faculty of Education SDG-04: Quality education 2025-02-13T10:08:17Z 2025-02-13T10:08:17Z 2025-04 2024-11 Dissertation * A2025 http://hdl.handle.net/2263/100827 https://doi.org/10.25403/UPresearchdata.28401458 en © 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Sustainable Development Goals (SDGs) Photovoice Narrative reflections Transitioning Views South Africa Dyslexia The experiences of learners' with dyslexia in moving from special to mainstream education |
| title | The experiences of learners' with dyslexia in moving from special to mainstream education |
| title_full | The experiences of learners' with dyslexia in moving from special to mainstream education |
| title_fullStr | The experiences of learners' with dyslexia in moving from special to mainstream education |
| title_full_unstemmed | The experiences of learners' with dyslexia in moving from special to mainstream education |
| title_short | The experiences of learners' with dyslexia in moving from special to mainstream education |
| title_sort | experiences of learners with dyslexia in moving from special to mainstream education |
| topic | UCTD Sustainable Development Goals (SDGs) Photovoice Narrative reflections Transitioning Views South Africa Dyslexia |
| url | http://hdl.handle.net/2263/100827 https://doi.org/10.25403/UPresearchdata.28401458 |