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Creating meaningful learning opportunities for children with Cerebral Palsy in South African rural schools
Inclusive education is a strategy aimedat ensuring equal education for all children, regardless of race, colour, gender or ability. Many countries internationally are in the process of implementing this approach, but progress has been much slower in developing countries such as South Africa. Challen...
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2018
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| _version_ | 1867613538151825408 |
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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 | © 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 | Inclusive education is a strategy aimedat ensuring equal education for all children, regardless of race, colour, gender or ability. Many countries internationally are in the process of implementing this approach, but progress has been much slower in developing countries such as South Africa. Challenges of implementation are, among others, attributed to the Western origin of this approach, with the result that more than twenty years after its conceptualisation, little progress has been made.
Even after the implementation of inclusive education, children with disabilities, particularly those with cerebral palsy, are still being excluded from accessing the general curriculum in rural schools; neither is teacher training sufficient in equipping teachers with the necessary skills to teach children with diverse educational needs in inclusive classes; therefore, children with cerebral palsy experience numerous barriers totheir academic progress compared to children without disabilities.
It is, thus, the aim of this research study to use Bronfenbrenner’s Ecological Systems Theory as a theoretical lens in order to elicit qualitatively the perceptions of rural school teachers towards inclusive education and how to teach children with cerebral palsy in those schools. Piaget’s theory of cognitive development and Vygotsky’s social constructivist theory are used as accompanying theories to reviewthe development of children with cerebral palsy and the support they require to progress in rural schools.
The empirical data collected have provided rich insight in informing factors to improve curriculum accessibility for children with cerebral palsy and to facilitate the implementation of inclusive education in rural schools. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/67919 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:44.183Z |
| 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:2263/67919 Creating meaningful learning opportunities for children with Cerebral Palsy in South African rural schools Steyn, Miemsie G. susan.letaba@gmail.com Thuketana, Nkhensani Susan Unrestricted UCTD Cerebral palsy Curriculum accessibility Coordinator of the school-based support team Inclusive education Full-service schools Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 Inclusive education is a strategy aimedat ensuring equal education for all children, regardless of race, colour, gender or ability. Many countries internationally are in the process of implementing this approach, but progress has been much slower in developing countries such as South Africa. Challenges of implementation are, among others, attributed to the Western origin of this approach, with the result that more than twenty years after its conceptualisation, little progress has been made. Even after the implementation of inclusive education, children with disabilities, particularly those with cerebral palsy, are still being excluded from accessing the general curriculum in rural schools; neither is teacher training sufficient in equipping teachers with the necessary skills to teach children with diverse educational needs in inclusive classes; therefore, children with cerebral palsy experience numerous barriers totheir academic progress compared to children without disabilities. It is, thus, the aim of this research study to use Bronfenbrenner’s Ecological Systems Theory as a theoretical lens in order to elicit qualitatively the perceptions of rural school teachers towards inclusive education and how to teach children with cerebral palsy in those schools. Piaget’s theory of cognitive development and Vygotsky’s social constructivist theory are used as accompanying theories to reviewthe development of children with cerebral palsy and the support they require to progress in rural schools. The empirical data collected have provided rich insight in informing factors to improve curriculum accessibility for children with cerebral palsy and to facilitate the implementation of inclusive education in rural schools. dzm2026 Early Childhood Education PhD Unrestricted SDG-03: Good health and well-being SDG-04: Quality education SDG-10: Reduced inequalities 2018-12-05T08:05:58Z 2018-12-05T08:05:58Z 2009/07/18 2018 Thesis Thuketana, SN 2018, Creating meaningful learning opportunities for children with Cerebral Palsy in South African rural schools, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/67919> S2018 http://hdl.handle.net/2263/67919 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 Cerebral palsy Curriculum accessibility Coordinator of the school-based support team Inclusive education Full-service schools Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 Creating meaningful learning opportunities for children with Cerebral Palsy in South African rural schools |
| title | Creating meaningful learning opportunities for children with
Cerebral Palsy in South African rural schools |
| title_full | Creating meaningful learning opportunities for children with
Cerebral Palsy in South African rural schools |
| title_fullStr | Creating meaningful learning opportunities for children with
Cerebral Palsy in South African rural schools |
| title_full_unstemmed | Creating meaningful learning opportunities for children with
Cerebral Palsy in South African rural schools |
| title_short | Creating meaningful learning opportunities for children with
Cerebral Palsy in South African rural schools |
| title_sort | creating meaningful learning opportunities for children with cerebral palsy in south african rural schools |
| topic | Unrestricted UCTD Cerebral palsy Curriculum accessibility Coordinator of the school-based support team Inclusive education Full-service schools Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/67919 |