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4 results on '"Masunungure, Appolonia"'

1. Towards a holistic approach to support learners at risk of interrupted development

Author

Malindi, Macalane J., Hay, Johnnie, Makhalemele, Thabo, Rens, Julialet, Du Toit, Dorita, van der Merwe, Niekie, Kemp, Chanelle, Willemse, Francois, Preston, Lynn D., van der Merwe, Wanda, Fouche, Elmari, Ramadie, Kedibone J, Twine, Corlia, Naidoo, Shantha, Payne-van Staden, Isabel, Botha, Lettie, Botha, Carolina, Louw, Hannelie, Mayimele, Rachel R, Jama, Pateka P, Masunungure, Appolonia, Modiba, Matabe R, Koen, Mariëtte P, Esterhuizen, Stef, Theron, Hantie, Mohosho, Nomsa, Lunga, Prosper, Kruger, Cornè, Schoonen, Andri, Lesabe, tumeleng B, Kunene, Nothile T, Wessels, Elsabé, Malindi, Macalane J, Hay, Johnnie, and Makhalemele, Thabo

Subjects
Bio-psycho-social-educational-spiritual approach, COVID-19, district-based support team, inclusive education, learner support, movement education, resilience, Life Orientation, school-based support team, thema EDItEUR::J Society and Social Sciences::JN Education::JNC Educational psychology
Abstract

The COVID-19 pandemic and the restrictions that came with it led to unprecedented disruptions in learner development and put them at risk of poor developmental outcomes. It is thus important that the extent of the disruption on their development and the support needs of learners be investigated. Researching the impact of the disruption should focus on holistic development. In this book, the authors use multiple research approaches and methods of gathering data in their respective fields to examine the impact of the disruption and determine the support needs of learners. Data gathered through the different methods are processed and findings are presented. The findings have implications for both practice and future research in the fields of inclusive education, learner support, educational psychology, movement education, Life Orientation and curriculum development.

Published
2023
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2. Reconceptualising education support services in South Africa

Author

Hay, Johnnie, Joubert, Carmen, Makhalemele, Thabo, Payne-van Staden, Isabel, Masunungure, Appolonia, Malindi, Macalane J., Koen, Mariëtte P., Engelbrecht, Petra, Neethling, Marinda, Botha, Daleen, van der Merwe, Wanda, Hay, Johnnie, Malindi, Macalane, and Makhalemele, Thabo

Subjects
Education support services, ESS, multidisciplinary teams, inclusive education, school-based support teams, district-based support teams, learner support
Abstract

Inclusive education has been phased in in South Africa since 2001, but relies heavily upon adequate support services to support learners and teachers experiencing barriers to learning and development. This book focuses on the different levels of support provided in South African education – from School-based Support Teams to District-based Support Teams through to special and full-service schools, and how these could be reconceptualised to provide improved support to learners and teachers. Current research indicates that inclusive education is being implemented in varied and fragmented forms across the country, and the point of departure of this work is that education support services need to be improved and reconceptualised to ensure better support for inclusive education.

Published
2021
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3. Strategies to enhance the inclusion of culturally and linguistically diverse learners in Gauteng schools: Teachers' perspectives.

Author

Masunungure, Appolonia and Maguvhe, Mbulaheni

Subjects
*COLLEGE curriculum, *SECONDARY school teachers, *CULTURAL pluralism, *HIGH school teachers, *SOUTH Africans
Abstract

The inclusion of culturally and linguistically diverse learners in schools remains a global challenge and South African schools are no exception. The increasing number of national and international immigrants and refugees contributes to cultural and linguistic diversity (CLD) in classrooms. Teachers thus grapple with the inclusion of CLD learners. In this study we explored the perspectives of teachers on strategies that could enhance the inclusion of CLD learners in secondary schools. We contend that the inclusion of CLD learners has not been fully addressed in South African schools. A qualitative phenomenological design located within the interpretivism paradigm was used. We employed culturally responsive pedagogy as theoretical framework for the study. From a population of South African teachers in Gauteng, South Africa, 12 secondary school teachers were sampled through critical case sampling. Data were generated through interviews. Research findings identify the need for amendment of government policies, in-service training, and workshops for teachers, incorporating ethnically and culturally diverse content during instruction. Within this study, we extend awareness of the strategies that teachers in CLD classrooms can use to enhance inclusive education and propose further strategies that can also be considered in teaching in CLD classrooms. It is concluded that there is a great need to incorporate inclusive education in the higher education curriculum to capacitate pre-service teachers on the inclusion of learners - CLD learners included. [ABSTRACT FROM AUTHOR]

Published
2024
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4. Support to learners with barriers to learning in mainstream schools of Mahikeng

Author

Madiba, O.T.C., Shaikhnag, N., Masunungure, A., 16376382 - Shaikhnag, Noorullah (Supervisor), and 28221818 - Masunungure, Appolonia (Supervisor)

Subjects
accommodation, support, barriers to learning, special education needs, inclusive education practices, mainstream schools
Abstract

MEd (Special Needs Education), North-West University, Potchefstroom Campus Background: The South African Inclusive education policies stipulate that mainstream schools should accommodate and support learners’ diverse learning needs. However, the pragmatic realities show that there is usually a gap between policy and practice. Aim of the study: The aim of this study is to investigate the support to learners with special education needs in the mainstreams secondary schools of Mafikeng. Research methods: The research study employed qualitative research methods, where data was collected using focus group interviews, observations and field notes with six purposively selected schools and, six teacher participants teaching grade 8 classes from each school. Data was analysed and interpreted using thematic and content analysis methods. Findings: The study revealed that the nature of support in mainstream secondary schools in supporting the learning needs of learners with special education needs has been lacking. Furthermore, teachers were found functioning in isolation, with non-existent support from parents, the Department of Education and the community as a whole. It was established that the majority of teachers have not been trained, equipped and prepared to operate under inclusive education practices. The study observed that the overall predicament ultimately placed learners at a disadvantaged position, as a result of lack of educational support. Recommendations: The recommendations put forth by the study suggested that teachers undergo practical training pertaining to special and inclusive education practices; for schools to foster active parents' meetings to orientate parents on matters of inclusive education and special education needs; for functional communication channels to be initiated and maintained between the District Based Support Teams (DBST) and the School Based Support Teams (SBST); and for school principals to assume their responsibilities in the overall inclusion, accommodation and support of learners with learning disabilities, where they prioritise and fully enforce the functioning of inclusive education practices. Masters

Published
2021

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