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Communicating expectations during inclusive learning programme meetings with parents of children with down syndrome
Dissertation (MEd)--University of Pretoria, 2013.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2014
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| _version_ | 1867613717508653056 |
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| access_status_str | Open Access |
| author2 | Steyn, Miemsie G. |
| author_browse | Steyn, Miemsie G. |
| author_facet | Steyn, Miemsie G. |
| collection | Thesis |
| dc_rights_str_mv | © 2013 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)--University of Pretoria, 2013. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/40367 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:40:35.305Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2014 |
| publishDateRange | 2014 |
| publishDateSort | 2014 |
| 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:2263/40367 Communicating expectations during inclusive learning programme meetings with parents of children with down syndrome Steyn, Miemsie G. hanlie@infodomain.co.za Ebersohn, L. (Liesel) Swanepoel, Hanlie Inclusive Education Dialogue Monologue Positions Shadow positions Position repertoire Dialogical Self theory Positioning theory Phenomenology Spatiotemporal linguistic Dialogical space Short term and long term goals Learning support Assessment UCTD Dissertation (MEd)--University of Pretoria, 2013. The aim of the research undertaken was to answer the question “How do insights during Inclusive Learning Support Programme (ILSP) meetings between parents and teachers of children with Down syndrome (DS) inform mutual attainment of each groups' expectations?” Inclusive Education (IE) for the learner with DS was introduced informally during the early 1990s in South Africa within a few local schools in Pretoria. Transcribed interviews and observations were used from a sample of teachers and parents of children with DS conducted by the ILSP coordinator to collect data. They were analysed using Herman’s and Herman’s- Konopka's (2010) dialogical self theory, positioning theory and pronoun grammar analysis. Results showed there are two opposing tensions in education. One is a need for stability. This is offset by the dynamic nature of education practice with its many actors - learners, teachers, managerial and supervisory staff, support staff, institutions and government departments. Every actor interprets education according to their goals, subjective beliefs and understanding of what the education process is occupying a dominant position but working from a shadow position. IE brings its own set of tensions to the actors in education. Policy documents from government, as interpreted in schools in South Africa, express the need for stability in education. The study was limited to the constraints of the academic format. More accessible versions of the findings and recommendations can be developed in papers. For ILSP coordinators practically to have a promoter position in the dialogue between teachers and parents there is a need for them to become acutely aware of the positions they adopt in dialogue in themselves and with reference to others. The study has offered a new way of interpreting the expectations of both parties in the ILSP meetings and rendering a solution to the often frustrating outcomes. gm2014 Educational Psychology unrestricted 2014-06-24T09:53:06Z 2014-06-24T09:53:06Z 2014-04-14 2013 Dissertation Swanepoel, H 2013, Communicating expectations during inclusive learning programme meetings with parents of children with down syndrome, MEd dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/40367> E14/4/192/gm http://hdl.handle.net/2263/40367 en © 2013 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 | Inclusive Education Dialogue Monologue Positions Shadow positions Position repertoire Dialogical Self theory Positioning theory Phenomenology Spatiotemporal linguistic Dialogical space Short term and long term goals Learning support Assessment UCTD Communicating expectations during inclusive learning programme meetings with parents of children with down syndrome |
| title | Communicating expectations during inclusive learning programme meetings with parents of children with down syndrome |
| title_full | Communicating expectations during inclusive learning programme meetings with parents of children with down syndrome |
| title_fullStr | Communicating expectations during inclusive learning programme meetings with parents of children with down syndrome |
| title_full_unstemmed | Communicating expectations during inclusive learning programme meetings with parents of children with down syndrome |
| title_short | Communicating expectations during inclusive learning programme meetings with parents of children with down syndrome |
| title_sort | communicating expectations during inclusive learning programme meetings with parents of children with down syndrome |
| topic | Inclusive Education Dialogue Monologue Positions Shadow positions Position repertoire Dialogical Self theory Positioning theory Phenomenology Spatiotemporal linguistic Dialogical space Short term and long term goals Learning support Assessment UCTD |
| url | http://hdl.handle.net/2263/40367 |