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Stakeholders' perceptions on how schools influence the career development of learners with intellectual disabilities
Dissertation (MEd)--University of Pretoria, 2020.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2021
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| _version_ | 1867613437545152512 |
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| access_status_str | Open Access |
| author2 | Omidire, Margaret Funke |
| author_browse | Omidire, Margaret Funke |
| author_facet | Omidire, Margaret Funke |
| collection | Thesis |
| dc_rights_str_mv | © 2020 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, 2020. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/79280 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:36:08.220Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| 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:2263/79280 Stakeholders' perceptions on how schools influence the career development of learners with intellectual disabilities Omidire, Margaret Funke pabidichaba@gmail.com Miya, Paballo UCTD Career development intellectual disabilities special needs career guidance Critical Disability Theory Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 Dissertation (MEd)--University of Pretoria, 2020. Many learners with intellectual disabilities in mainstream schools are awaiting possible placements in special schools. In some instances, when placement becomes unsuccessful learners remain in mainstream schools which becomes the schools’ responsibility to find ways to support them in a manner that maximises their learning potential and provides direction regarding career development. This study explored parents, teachers and principals’ perceptions about intellectual disability and its influence on career development. The Critical Disability Theory guided this study as it was aimed at discovering the factors which influence the implementation of career development in schools. A qualitative approach was followed to collect data from 25 participants consisting of 2 principals, 14 teachers and 9 parents. Data was collected in the form of interviews, focus group discussions, and demographic questionnaires. Thematic analysis was used to analyse the data. Findings indicated that stakeholders had limited knowledge about career development services. Parents concluded that schools could put more effort into supporting learners with intellectual disabilities, and that teachers could put more effort to academically support learners. Stakeholders were optimistic that learners with intellectual disabilities would be able to participate in the labour market, provided that they are taught work related skills at an early age. It was recommended that stakeholders make efforts to obtain knowledge about the career development services available and provide information to learners in that regard; make career development services accessible, and to teach learners with disabilities practical work skills enabling them to participate in the labour force post-school. es2026 Educational Psychology MEd Unrestricted SDG-04: Quality education SDG-08: Decent work and economic growth SDG-10: Reduced inequalities 2021-04-06T07:22:39Z 2021-04-06T07:22:39Z 2020/10/02 2020 Dissertation Miya, P 2020, Stakeholders' perceptions on how schools influence the career development of learners with intellectual disabilities, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/79280> S2020 http://hdl.handle.net/2263/79280 en © 2020 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 Career development intellectual disabilities special needs career guidance Critical Disability Theory Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 Stakeholders' perceptions on how schools influence the career development of learners with intellectual disabilities |
| title | Stakeholders' perceptions on how schools influence the career development of learners with intellectual disabilities |
| title_full | Stakeholders' perceptions on how schools influence the career development of learners with intellectual disabilities |
| title_fullStr | Stakeholders' perceptions on how schools influence the career development of learners with intellectual disabilities |
| title_full_unstemmed | Stakeholders' perceptions on how schools influence the career development of learners with intellectual disabilities |
| title_short | Stakeholders' perceptions on how schools influence the career development of learners with intellectual disabilities |
| title_sort | stakeholders perceptions on how schools influence the career development of learners with intellectual disabilities |
| topic | UCTD Career development intellectual disabilities special needs career guidance Critical Disability Theory Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/79280 |