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dc.contributor.authorVan Staden, Shauwn Quinton
dc.date.accessioned2013-06-06T09:41:40Z
dc.date.accessioned2016-02-26T06:16:12Z
dc.date.available2013-06-06T09:41:40Z
dc.date.available2016-02-26T06:16:12Z
dc.date.issued2010
dc.identifier.urihttp://hdl.handle.net/20.500.11838/1921
dc.descriptionDissertation (Magister Educationis(Education Management))--Cape Peninsula University of Technology, 2010en_US
dc.description.abstractThe Policy Document, Education White Paper 6 (Department of Education, 2001) states that all learners irrespective of their barriers to learning and development, have a right to be educated in ordinary schools, together with their peers. The inclusion of learners who are deaf/hearing impaired in mainstream Further Education and Training (FET) classrooms means that these learners are no longer being taught by special educators who are trained to cater for their special needs. In this study the learners are taught in regular classrooms by non-special education subject teachers who have had no formal training in how to teach learners with special needs specifically learners who are deaf/hearing impaired. A qualitative exploratory design with multiple methods for data collection (questionnaires, informal discussions, nonparticipant classroom observations and video footage) was employed in this study. A non-random purposive sampling which consisted of three non-special education subject teachers who teach two learners who are deaf/hearing impaired in the Further Education and Training phase at two mainstream educational institutions participated in the research. The aim of this study was to explore the kind of strategies these teachers use when they mediate learning in classrooms where there are deaf/hearing impaired learners. The study has indicated that while the educators might express a lack of confidence in their abilities, they do cater for the needs of deaf/hearing impaired learners who experience barriers to learning albeit in different ways.en_US
dc.language.isoenen_US
dc.publisherCape Peninsula University of Technologyen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/za/
dc.subjectMainstreaming in education. -- South Africaen_US
dc.subjectInclusion in educationen_US
dc.subjectEducation, Higher -- South Africaen_US
dc.subjectHandicapped children -- Educationen_US
dc.subjectDissertations, Academicen_US
dc.subjectMTechen_US
dc.subjectTheses, dissertations, etc.en_US
dc.titleTeaching strategies utilized by non-special education teachers in inclusive further education and training classroomsen_US
dc.typeThesisen_US


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