A study of inclusive education and its effects on the teaching of biology to visually impaired learners

dc.contributor.advisorSchoeman, Henochen
dc.contributor.advisorFraser, William Johnen
dc.contributor.emailobert@sancb.org.zaen
dc.contributor.postgraduateMaguvhe, M Oen
dc.date.accessioned2013-09-07T10:33:57Z
dc.date.available2005-08-10en
dc.date.available2013-09-07T10:33:57Z
dc.date.created2005-04-01en
dc.date.issued2006-08-10en
dc.date.submitted2005-08-10en
dc.descriptionThesis (PhD (Curriculum and Instructional Design and Development))--University of Pretoria, 2006.en
dc.description.abstractAIM AND OBJECTIVES The investigation aimed to determine how the learning of the life sciences is facilitated (mediated) in special schools for blind learners and to establish how the lessons learnt from this experience could be implemented to the advantage of blind learners in the Senior Phase and Further Education and Training Band in inclusive Outcomes-based education settings. METHODOLOGY Educators and blind learners were interviewed through the use of the Qualitative Inquiry methodology as well as its techniques and strategies for data gathering. Analysis of the transcripts resulted in the development of themes/codes discussed in the research investigation. RESULTS Educators spent a good amount of time and effort with blind learners in the biology and life sciences classrooms. It appeared as if the pastoral role of the educator predominantly exceeded the teaching of biology and life sciences to these learners. Further, it became evident that the emphasis did not fall strongly enough on the achievement of the outcomes envisaged with the biology curriculum but more on the establishment of a caring and supportive classroom environment. CONCLUSIONS Biology and other life sciences subjects have much potential for the blind learners in South Africa but they are not offered at some of the schools or efficiently mediated due to educators’ reluctance, lack of knowledge and resources. Learning mediation strategies to make biology and life sciences more accessible to blind learners could be explored.en
dc.description.availabilityunrestricteden
dc.description.departmentCurriculum Studiesen
dc.identifier.citationMaguvhe, M 2005, A study of inclusive education and its effects on the teaching of biology to visually impaired learners, PhD thesis, University of Pretoria, Pretoria, viewed yymmdd < http://hdl.handle.net/2263/27107 >en
dc.identifier.upetdurlhttp://upetd.up.ac.za/thesis/available/etd-08102005-112348/en
dc.identifier.urihttp://hdl.handle.net/2263/27107
dc.language.isoen
dc.publisherUniversity of Pretoriaen_ZA
dc.rights© 2005, 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.en
dc.subjectInteraction / social / emotional environmenten
dc.subjectCompetences for discoveryen
dc.subjectThe development of subject systemen
dc.subjectScience process skillsen
dc.subjectTeaching and learning mediation of scienceen
dc.subjectGuidelines for biology educatorsen
dc.subjectBlind and visually impaired learnersen
dc.subjectInclusive educationen
dc.subjectOutcomes-based educationen
dc.subjectStrategies for learningen
dc.subjectThe importance of life science to blind learners aen
dc.subjectUCTDen_US
dc.titleA study of inclusive education and its effects on the teaching of biology to visually impaired learnersen
dc.typeThesisen

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