Creating meaningful learning opportunities for children with Cerebral Palsy in rural schools

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dc.contributor.advisor Steyn, Miemsie G.
dc.contributor.postgraduate Thuketana, Susan Nkhensani
dc.date.accessioned 2018-12-05T08:05:58Z
dc.date.available 2018-12-05T08:05:58Z
dc.date.created 2009/07/18
dc.date.issued 2018
dc.description.abstract Inclusive education is a strategy aimedat ensuring equal education for all children, regardless of race, colour, gender or ability. Many countries internationally are in the process of implementing this approach, but progress has been much slower in developing countries such as South Africa. Challenges of implementation are, among others, attributed to the Western origin of this approach, with the result that more than twenty years after its conceptualisation, little progress has been made. Even after the implementation of inclusive education, children with disabilities, particularly those with cerebral palsy, are still being excluded from accessing the general curriculum in rural schools; neither is teacher training sufficient in equipping teachers with the necessary skills to teach children with diverse educational needs in inclusive classes; therefore, children with cerebral palsy experience numerous barriers totheir academic progress compared to children without disabilities. It is, thus, the aim of this research study to use Bronfenbrenner’s Ecological Systems Theory as a theoretical lens in order to elicit qualitatively the perceptions of rural school teachers towards inclusive education and how to teach children with cerebral palsy in those schools. Piaget’s theory of cognitive development and Vygotsky’s social constructivist theory are used as accompanying theories to reviewthe development of children with cerebral palsy and the support they require to progress in rural schools. The empirical data collected have provided rich insight in informing factors to improve curriculum accessibility for children with cerebral palsy and to facilitate the implementation of inclusive education in rural schools.
dc.description.availability Unrestricted
dc.description.degree PhD
dc.description.department Early Childhood Education
dc.identifier.citation Thuketana, SN 2018, Creating meaningful learning opportunities for children with Cerebral Palsy in rural schools, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/67919>
dc.identifier.other S2018
dc.identifier.uri http://hdl.handle.net/2263/67919
dc.language.iso en
dc.publisher University of Pretoria
dc.rights © 2018 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.
dc.subject Unrestricted
dc.subject UCTD
dc.title Creating meaningful learning opportunities for children with Cerebral Palsy in rural schools
dc.type Thesis


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