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From main-stream to full-service schools : an exploration of teachers' attitudes towards the inclusion of learners living with physical disabilities in South African schools
The Education White paper 6 gazetted that no disabled child should be left behind. It called for full-service schools but there are debates about the extent of the inclusion of disabled learners in mainstream schools. This research study explores teacher’s perceptions of the inclusion of learners li...
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2018
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| _version_ | 1867613574531121152 |
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| access_status_str | Open Access |
| author2 | Molapo, Sepetla |
| author_browse | Molapo, Sepetla |
| author_facet | Molapo, Sepetla |
| collection | Thesis |
| dc_rights_str_mv | © 2018 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 | The Education White paper 6 gazetted that no disabled child should be left behind. It called for full-service schools but there are debates about the extent of the inclusion of disabled learners in mainstream schools. This research study explores teacher’s perceptions of the inclusion of learners living with physical disabilities in South Africa’s institutions of basic education. Ten teachers were interviewed to understand their views on how far schools have assumed the responsibilities of full-service schools.
The key findings indicate that teachers who took part in the study were divided in their views on whether mainstream schools have started assuming the responsibilities of full-service schools. Some of the teachers pointed out that mainstream schools have not yet assumed the responsibilities of full-service schools and the reasons for this include; schools lacking the appropriate infrastructure to accommodate learners living with physical disabilities, teachers believe that they lack the appropriate skill set and they hold the view that learners living with physical disabilities will experience negative attitudes from their peers and teachers in mainstream schools. The salient finding indicates that some of the teachers hold negative views about the prospect of schools admitting learners living with physical disabilities. As well as certain misconceptions and prejudices about learners living with physical disabilities. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/67822 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:18.923Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2018 |
| publishDateRange | 2018 |
| publishDateSort | 2018 |
| 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:2263/67822 From main-stream to full-service schools : an exploration of teachers' attitudes towards the inclusion of learners living with physical disabilities in South African schools Molapo, Sepetla mabanda.esther90@gmail.com Mphanda, Esther Gogo Unrestricted UCTD The Education White paper 6 gazetted that no disabled child should be left behind. It called for full-service schools but there are debates about the extent of the inclusion of disabled learners in mainstream schools. This research study explores teacher’s perceptions of the inclusion of learners living with physical disabilities in South Africa’s institutions of basic education. Ten teachers were interviewed to understand their views on how far schools have assumed the responsibilities of full-service schools. The key findings indicate that teachers who took part in the study were divided in their views on whether mainstream schools have started assuming the responsibilities of full-service schools. Some of the teachers pointed out that mainstream schools have not yet assumed the responsibilities of full-service schools and the reasons for this include; schools lacking the appropriate infrastructure to accommodate learners living with physical disabilities, teachers believe that they lack the appropriate skill set and they hold the view that learners living with physical disabilities will experience negative attitudes from their peers and teachers in mainstream schools. The salient finding indicates that some of the teachers hold negative views about the prospect of schools admitting learners living with physical disabilities. As well as certain misconceptions and prejudices about learners living with physical disabilities. Sociology MSocSci Unrestricted 2018-12-05T08:05:05Z 2018-12-05T08:05:05Z 2009/05/18 2018 Mini Dissertation Mphanda, EG 2018, From main-stream to full-service schools : An exploration of teachers' attitudes towards the inclusion of learners living with physical disabilities in South African schools, MSocSci Mini Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/67822> S2018 http://hdl.handle.net/2263/67822 en © 2018 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 | Unrestricted UCTD From main-stream to full-service schools : an exploration of teachers' attitudes towards the inclusion of learners living with physical disabilities in South African schools |
| title | From main-stream to full-service schools : an exploration of teachers' attitudes towards the inclusion of learners living with physical disabilities in South African schools |
| title_full | From main-stream to full-service schools : an exploration of teachers' attitudes towards the inclusion of learners living with physical disabilities in South African schools |
| title_fullStr | From main-stream to full-service schools : an exploration of teachers' attitudes towards the inclusion of learners living with physical disabilities in South African schools |
| title_full_unstemmed | From main-stream to full-service schools : an exploration of teachers' attitudes towards the inclusion of learners living with physical disabilities in South African schools |
| title_short | From main-stream to full-service schools : an exploration of teachers' attitudes towards the inclusion of learners living with physical disabilities in South African schools |
| title_sort | from main stream to full service schools an exploration of teachers attitudes towards the inclusion of learners living with physical disabilities in south african schools |
| topic | Unrestricted UCTD |
| url | http://hdl.handle.net/2263/67822 |