Abstract:
AFRIKAANS: Die doel van hierdie studie is om 'n beter begrip te verkry van die wyse waarop ouers hulle rolle konstrueer by die insluiting van 'n leerder met Downsindroom. Die studie is in die Suid-Afrikaanse konteks ondemeem met 'n aantal ouers van kinders met Downsindroom, wat tans in Gr. 1, Gr. 2 of Gr. 3 in verskeie skole in Gauteng ingesluit is. Die rol wat hierdie ouers self gekonstrueer het voor en tydens die insluiting van hul kinders, is verken en geïdentifiseer d.m.v. semi-gestruktureerde onderhoudvoering volgens 'n kwalitatiewe navorsingsontwerp. Vraelyste, veldnotas en oudiobandopnames het dee1 uitgemaak van die data-insamelingstegnieke wat gebruik is. Die resultate van die studie dui daarop dat ouers hulle rolle op 'n multi-fasettige wyse konstrueer. Hierdie studie se bydrae is primer gesetel in die uitbreiding van teorie, veral in terme van die rolle van ouers by insluitende onderwys van kinders met Downsindroom. Hierdie bydrae word in hierdie studie grafies voorgestel. ENGLISH: The purpose of this study is to understand the way in which parents construct their roles in the inclusion of their child with Down's Syndrome. The study was conducted in the South-African context with the parents of children with Down's Syndrome, who are currently included in Gr. 1, Gr. 2 or Gr. 3 in different schools in Gauteng. The role that these parents constructed before and during the inclusion of their children, was examined and identified by means of semi-structured interviews according to a qualitative research design. Questionnaires, field notes and audiotape recordings were used as part of the data collecting methods. Results from this study indicate that parents construct their roles in a multifaceted manner. The primary contribution of this study is towards the expansion of the theoretical knowledge about the role of parents in inclusive education of learners with Down syndrome. This contribution is presented graphically in this study.
