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Educators' knowledge and understanding of inclusive education policy for learners who are visually impaired
Dissertation (MEd (Educational Psychology))--University of Pretoria, 2020.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2022
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| _version_ | 1867613470538596352 |
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| access_status_str | Open Access |
| author2 | Ubisi, Lindokuhle |
| author_browse | Ubisi, Lindokuhle |
| author_facet | Ubisi, Lindokuhle |
| collection | Thesis |
| dc_rights_str_mv | © 2021 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 (Educational Psychology))--University of Pretoria, 2020. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/87964 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:36:39.766Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| 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:2263/87964 Educators' knowledge and understanding of inclusive education policy for learners who are visually impaired Ubisi, Lindokuhle zanelempaku@gmail.com Mampane, Motlalepule Ruth Mpaku-Papu, Zanele UCTD Educators Inclusion Inclusive education Learners Visual Impairments Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 Dissertation (MEd (Educational Psychology))--University of Pretoria, 2020. The purpose of this qualitative study was three-fold. Firstly, to investigate the understanding of inclusive education policy among educators in schools in the ambit of Leaners with Visual Impairment (LVI). Secondly, to ascertain educators’ ways of implementing inclusive education policy in the classrooms. Finally, to enquire whether or not the level of training received is complementary to their classroom demands, especially regarding the growing population of learners losing vision. This study is part of a main study focusing on the teaching and learning field of Visual Impairment Studies. The study explored what educators know about inclusive education policy on supporting and teaching LVI as well as the implementation of the policy. This study adopted a multiple case study research design. Data generation and documentation strategies included co-generation using Participatory Reflection and Action (PRA)-based workshops, observations, interviews and field notes. An inductive thematic analysis of data was applied using NVivo 12 Pro as a tool due to its grounding in the interpretivist paradigm. The findings of the study indicate that educators teaching LVI are aware of and have sufficient knowledge and understanding of the inclusive education policy. Most of the educators teaching LVI have undergone training in inclusive education. However, educators teaching LVI have challenges in implementing an inclusive education policy and LVI are often at high risk of exclusion from inclusive classrooms. Most of the educators’ pedagogical strategies excluded strategies for teaching LVI. In conclusion, educators teaching LVI do not have adequate support structures, some of which are supposed to be provided for by either the school authorities or officials from the Department of Basic Education. This study recommends that to implement inclusive education successfully in the case of LVI, resources have to be localized, depending on the prevailing circumstances and the environment in which LVI learn. es2026 Educational Psychology MEd (Educational Psychology) Unrestricted SDG-03: Good health and well-being SDG-04: Quality education SDG-10: Reduced inequalities 2022-10-25T10:54:47Z 2022-10-25T10:54:47Z 2021 2020 Dissertation * A2021 https://repository.up.ac.za/handle/2263/87964 en © 2021 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 Educators Inclusion Inclusive education Learners Visual Impairments Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 Educators' knowledge and understanding of inclusive education policy for learners who are visually impaired |
| title | Educators' knowledge and understanding of inclusive education policy for learners who are visually impaired |
| title_full | Educators' knowledge and understanding of inclusive education policy for learners who are visually impaired |
| title_fullStr | Educators' knowledge and understanding of inclusive education policy for learners who are visually impaired |
| title_full_unstemmed | Educators' knowledge and understanding of inclusive education policy for learners who are visually impaired |
| title_short | Educators' knowledge and understanding of inclusive education policy for learners who are visually impaired |
| title_sort | educators knowledge and understanding of inclusive education policy for learners who are visually impaired |
| topic | UCTD Educators Inclusion Inclusive education Learners Visual Impairments Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 |
| url | https://repository.up.ac.za/handle/2263/87964 |