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The attitude of educators towards assessment in schools where learners with barriers are included: a case study
Assignment (MEd (Educational Psychology))--Universsity of Stellenbosch, 2009.
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| Main Author: | |
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| Other Authors: | |
| Format: | Thesis |
| Language: | English |
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Stellenbosch : University of Stellenbosch
2009
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| _version_ | 1867614015863128064 |
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| access_status_str | Open Access |
| author | Maluma, T. R. |
| author2 | Newmark, Rona |
| author_browse | Maluma, T. R. Newmark, Rona |
| author_facet | Newmark, Rona Maluma, T. R. |
| author_sort | Maluma, T. R. |
| collection | Thesis |
| dc_rights_str_mv | University of Stellenbosch |
| description | Assignment (MEd (Educational Psychology))--Universsity of Stellenbosch, 2009. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/2821 |
| institution | Stellenbosch University (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:45:19.124Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2009 |
| publishDateRange | 2009 |
| publishDateSort | 2009 |
| publisher | Stellenbosch : University of Stellenbosch |
| publisherStr | Stellenbosch : University of Stellenbosch |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/2821 The attitude of educators towards assessment in schools where learners with barriers are included: a case study Maluma, T. R. Newmark, Rona University of Stellenbosch. Faculty of Education. Dept. of Educational Psychology. Dissertations -- Educational psychology Theses -- Educational psychology South Africa -- Limpopo Province -- Education Teachers of children with disabilities -- Training of -- South Africa -- Limpopo Province Mainstreaming in education -- South Africa -- Limpopo Province Teachers of disabled children -- Attitudes Rural schools -- South Africa -- Limpopo Province Educational Psychology Assignment (MEd (Educational Psychology))--Universsity of Stellenbosch, 2009. Within the movement towards an inclusive society in South Africa, learners experiencing learning barriers are included in mainstream schools. With the inclusion of these learners, there seems to be a trend of learners repeating the same grade more than twice. There seems to be a problem with regard to assessment in classrooms where these learners are present, which could be related to teachers' skills and attitudes. This is a problem found in Venda, Limpopo Province in the Dzindi circuit. Learners experiencing learning barriers in this circuit are not assessed as prescribed by the assessment policy and the draft guideline for the implementation of inclusive education (second draft). The background of Venda rural communities has an influence on educators' attitudes towards assessment of these learners. This study investigates the attitudes of educators towards assessment of learners who have been enrolled in the three primary schools. The research was conducted at three primary schools in the Dzindi Circuit, Limpopo. A qualitative approach was used and the results of this study indicate that educators would prefer to assess non-disabled learners rather than learners with learning barriers. Educators feel that they are inadequately trained, and therefore do not possess the necessary knowledge and skills for assessing learners with barriers in their classroom. School-based in-service training should be introduced to prepare all qualified educators for this task. Specialized training should be introduced into every training program, aimed at training all prospective educators to manage the full range of barriers that they will encounter in their classrooms. The results also suggest that support teams should be in place and that the number of learners in mainstream classes be reduced so that better support can be provided. Masters 2009-03-03T10:56:34Z 2010-06-01T08:59:11Z 2009-03-03T10:56:34Z 2010-06-01T08:59:11Z 2009-03 Thesis http://hdl.handle.net/10019.1/2821 en University of Stellenbosch application/pdf Stellenbosch : University of Stellenbosch |
| spellingShingle | Dissertations -- Educational psychology Theses -- Educational psychology South Africa -- Limpopo Province -- Education Teachers of children with disabilities -- Training of -- South Africa -- Limpopo Province Mainstreaming in education -- South Africa -- Limpopo Province Teachers of disabled children -- Attitudes Rural schools -- South Africa -- Limpopo Province Educational Psychology Maluma, T. R. The attitude of educators towards assessment in schools where learners with barriers are included: a case study |
| title | The attitude of educators towards assessment in schools where learners with barriers are included: a case study |
| title_full | The attitude of educators towards assessment in schools where learners with barriers are included: a case study |
| title_fullStr | The attitude of educators towards assessment in schools where learners with barriers are included: a case study |
| title_full_unstemmed | The attitude of educators towards assessment in schools where learners with barriers are included: a case study |
| title_short | The attitude of educators towards assessment in schools where learners with barriers are included: a case study |
| title_sort | attitude of educators towards assessment in schools where learners with barriers are included a case study |
| topic | Dissertations -- Educational psychology Theses -- Educational psychology South Africa -- Limpopo Province -- Education Teachers of children with disabilities -- Training of -- South Africa -- Limpopo Province Mainstreaming in education -- South Africa -- Limpopo Province Teachers of disabled children -- Attitudes Rural schools -- South Africa -- Limpopo Province Educational Psychology |
| url | http://hdl.handle.net/10019.1/2821 |
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