Title page for ETD etd-10092010-132004


Document Type Doctoral Thesis
Author Potgieter-Groot, Lucia Christina
Email gerrit@smartatm.co.za
URN etd-10092010-132004
Document Title StrategieŽ vir opvoeders van leerders met emosionele en gedragsbehoeftes binne insluitende onderwys, ontwikkel deur ʼn aksienavorsingsproses (Afrikaans)
Degree DPhil
Department Psychology
Supervisor
Advisor Name Title
Dr C Lubbe Co-Supervisor
Prof M J Visser Supervisor
Keywords
  • behavioural needs
  • aandagtekort/hiperaktiwiteitversteuring
  • insluitende onderwys
  • kinderpatologie
  • gedragsbehoeftes
  • opvoederopleiding
  • sistemiese verandering
  • gedragsbehoeftes
  • aksienavorsing
  • gemeenskapsielkunde
  • emotional needs
  • Attention Deficit Hyperactivity Disorder
  • child pathology classroom strategies
  • inclusive education
Date 2010-09-03
Availability unrestricted
Abstract
AFRIKAANS: In hierdie navorsing is deur aksienavorsing ondersoek ingestel na strategieŽ wat vir opvoeders bruikbaar is in die hantering van leerders met emosionele en gedragsbehoeftes binne die opset van insluitende onderwys. Leerders in Suid-Afrikaanse skole en klaskamers openbaar ʼn wye verskeidenheid emosionele en gedragsbehoeftes, en hierdie behoeftes word as een van die vernaamste knelpunte deur alle belanghebbendes in die land se onderwys uitgesonder. Anders as in die verlede word daar nou van opvoeders verwag om die primÍre hulpverleners te wees van leerders met behoeftes in die konteks van die insluitende klaskamer. In die lig hiervan benodig opvoeders bemagtiging om die leerders te hanteer deur ín verskeidenheid strategieŽ te kan gebruik.

Die navorsing het deur verskeie fases verloop waar die aanvanklike behoeftes van die opvoeders bepaal is, asook die stand van sake voor die intervensie. Op grond hiervan is ʼn implementeringsprogram saamgestel wat gefokus het op die ontwikkeling van strategieŽ vir opvoeders van die twee skole, die toepassing daarvan in hul klasse/skool en die effek wat dit op die klasse/skool gehad het. Die implementering is op verskeie sistemiese vlakke gemoniteer Ė deur die opvoeders in hul eie klasse, maar ook deur eksterne waarnemers en die navorser. Gedurende die fases is die intervensie voortdurend aangepas namate nuwe behoeftes bekend geraak het. Die deelnemers het ook insette gelewer ten opsigte van strategieŽ en hoe dit aangepas kon word. Nuwe gemeenskaplike kennis van strategieŽ het tydens die intervensie ontstaan. Na afloop van die program het opvoeders die strategieŽ vir die hantering van leerders met emosionele en gedragsbehoeftes kwantitatief beoordeel, op grond van die bruikbaarheid daarvan in die skool- en klasopset.

Uit my bevindinge het dit geblyk dat opvoeders bemagtiging benodig om met leerders met emosionele en gedragsbehoeftes te werk. Die indiensopleidings-program waaraan 47 opvoeders van twee skole deelgeneem het, het daartoe bygedra dat die opvoeders se ingesteldheid teenoor leerders verander het. Na die opleiding was hulle bekend met meer strategieŽ om leerdergedrag te hanteer en het Ďn gevoel van sukses beleef in die klas, wat bygedra het tot Ďn positiewe belewenis van die klassituasie. Van die strategieŽ wat as die bruikbaarste beoordeel is, het gehandel oor klaskamerpraktyke en strategieŽ om taakgerigtheid te bevorder. Ander strategieŽ het aspekte rondom skoolbestuur en ondersteuning aan ouers ingesluit. Enkele opvoeders het ook meer gevorderde strategieŽ, soos kognitiewe en gedragstegnieke gebruik. Opvoeders het positiewe reaksie aangemeld van leerders waar die strategieŽ toegepas is.

Hierdie studie is deur Ďn proses van aksienavorsing uitgevoer en kwalitatiewe en kwantitatiewe navorsingsmetodes is gebruik. Die resultate is van toepassing binne hierdie bepaalde konteks. Volgens die navorser kan hierdie opleidingsprogram aangepas word om aan die behoefte vir indiensopleiding vir opvoeders te voorsien. Opleiding kan moontlik fokus op ʼn kleiner aantal strategieŽ wat deeglik ingeoefen en vasgelÍ kan word. Dit is verkieslik dat al die personeel van Ďn skool, insluitend die skoolbestuurspan, aan die opleiding moet deelneem om dit Ďn skoolontwikkelingsprojek te maak. Deur twee skole op verskillende vlakke van implementering saam op te lei, kan opvoeders mekaar stimuleer en kan die toepassing van idees bevorder word.

ENGLISH: Learners who exhibit emotional and behavioural needs (e.g. ADHD and depression conduct disorder) seem to present a major challenge for educators in the inclusive mainstream class and educators feel that they are not adequately prepared and trained for these challenges.

Action research was chosen as research method. The purpose of this research was to useful strategies which educators could implement in supporting and managing these learners, in the inclusive classroom environment. Learners with emotional and behavioural needs exhibit a wide variety of behaviours at school. In the inclusive education environment educators are expected to be the primary supporters of learners with needs. Although this expectation exists, up till now educators have received little or no training on how to support learners with needs.

The research process conducted in this study followed different phases. Firstly, a needs analysis was conducted to determine the current state of affairs, the needs of educators, and strategies currently in use. Information that became evident through the needs analysis and literature research prescribed the format and aspects to be included in the initial intervention programme. During the execution of this programme, current strategies were adapted and new ones developed. Needs that came to the fore during the implementation were recognised and incorporated. The implementation was monitored on different levels, for example by teachers who implemented the strategies in their classrooms and provided feedback, by the researcher, and also by external observers. The focus was not only on the strategies, but also on processes. Changes that were observed in the different systems were assessed. During the final step of the implementation phase, educators, based on their practical experience, were required to rate the usefulness of all the different strategies that were either part of the initial presentation or were generated during the course of implementation.

The qualitative as well as quantitative findings indicated that the educators became more capable of supporting these learners and implemented a wide variety of strategies. Classroom management strategies and strategies to support task behaviour were found to be the most helpful. Educators also gained more than merely knowledge. Changes in the relationship between educators and these learners were noticeable and they became aware of feelings of personal achievement and competency. Changes also occurred at other systemic levels, such as in the learners, the school, the community and even in the broader education system.

This study was undertaken on a small group of educators in a particular context. Whilst the findings cannot be generalised, it is suggested that this programme may also be beneficial for educators to support learners with emotional and behavioural needs in other environments.

© 2010 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.

Please cite as follows:

Potgieter-Groot LC 2010, Strategiee vir opvoeders van leerders met emosionele en gedragsbehoeftes binne insluitende onderwys, ontwikkel deur ʼn aksienavorsingsproses, DPhil thesis, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-10092010-132004 / >

D10/620/ag

Files
  Filename       Size       Approximate Download Time (Hours:Minutes:Seconds) 
 
 28.8 Modem   56K Modem   ISDN (64 Kb)   ISDN (128 Kb)   Higher-speed Access 
  00front.pdf 133.34 Kb 00:00:37 00:00:19 00:00:16 00:00:08 < 00:00:01
  01chapters1-2.pdf 349.82 Kb 00:01:37 00:00:49 00:00:43 00:00:21 00:00:01
  02chapters3-4.pdf 507.48 Kb 00:02:20 00:01:12 00:01:03 00:00:31 00:00:02
  03chapters5-6.pdf 418.40 Kb 00:01:56 00:00:59 00:00:52 00:00:26 00:00:02
  04back.pdf 628.96 Kb 00:02:54 00:01:29 00:01:18 00:00:39 00:00:03

Browse All Available ETDs by ( Author | Department )

If you have more questions or technical problems, please Contact UPeTD.