Stakeholders' perceptions on how schools influence the career development of learners with intellectual disabilities

dc.contributor.advisorOmidire, Margaret Funke
dc.contributor.emailpabidichaba@gmail.com
dc.contributor.postgraduateMiya, Paballo
dc.date.accessioned2021-04-06T07:22:39Z
dc.date.available2021-04-06T07:22:39Z
dc.date.created2020/10/02
dc.date.issued2020
dc.descriptionDissertation (MEd)--University of Pretoria, 2020.
dc.description.abstractMany learners with intellectual disabilities in mainstream schools are awaiting possible placements in special schools. In some instances, when placement becomes unsuccessful learners remain in mainstream schools which becomes the schools’ responsibility to find ways to support them in a manner that maximises their learning potential and provides direction regarding career development. This study explored parents, teachers and principals’ perceptions about intellectual disability and its influence on career development. The Critical Disability Theory guided this study as it was aimed at discovering the factors which influence the implementation of career development in schools. A qualitative approach was followed to collect data from 25 participants consisting of 2 principals, 14 teachers and 9 parents. Data was collected in the form of interviews, focus group discussions, and demographic questionnaires. Thematic analysis was used to analyse the data. Findings indicated that stakeholders had limited knowledge about career development services. Parents concluded that schools could put more effort into supporting learners with intellectual disabilities, and that teachers could put more effort to academically support learners. Stakeholders were optimistic that learners with intellectual disabilities would be able to participate in the labour market, provided that they are taught work related skills at an early age. It was recommended that stakeholders make efforts to obtain knowledge about the career development services available and provide information to learners in that regard; make career development services accessible, and to teach learners with disabilities practical work skills enabling them to participate in the labour force post-school.
dc.description.availabilityUnrestricted
dc.description.degreeMEd
dc.description.departmentEducational Psychology
dc.identifier.citationMiya, P 2020, Stakeholders' perceptions on how schools influence the career development of learners with intellectual disabilities, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/79280>
dc.identifier.otherS2020
dc.identifier.urihttp://hdl.handle.net/2263/79280
dc.language.isoen
dc.publisherUniversity of Pretoria
dc.rights© 2020 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.subjectUCTD
dc.subjectCareer development
dc.subjectintellectual disabilities
dc.subjectspecial needs
dc.subjectcareer guidance
dc.subjectCritical Disability Theory
dc.titleStakeholders' perceptions on how schools influence the career development of learners with intellectual disabilities
dc.typeDissertation

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