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MSc (Educational Psychology), North-West University, Potchefstroom Campus Gangsterism is considered a major issue in the South African context. Various studies have been done to address this phenomenon in the Cape Flats; however, no studies have been done in small rural areas regarding this phenomenon. It is thus essential to provide a platform for the people from this community and give them an opportunity to express their views and opinions regarding the phenomenon. This study is focussed on this and highlights the influences that gangsterism has on the individual, the family and the community. Furthermore, this study explores a solution to this problem by posing the question, “How can inclusive citizenship education in the classroom address gangsterism in the community?” Therefore, in understanding how a rural community experiences gangsterism, by obtaining insight into various community members’ personal experiences, the researcher was enabled to formulate recommendations as to how inclusive citizenship education could be psycho-educationally used in the classroom to possibly address this scourge in our society. Therefore, this study will be of great value in conceptualising an inclusive educational citizenship element, which can be used in the inclusive classroom. Furthermore, this study will also contribute to our knowledge and help us to gain understanding of gangsterism in smaller communities, which can be used to reduce the crime rates and protect the youth as well as the general community. Through a qualitative, explorative, interpretive descriptive and contextual design, the researcher recruited various professional community members to participate. Data was collected by means of semi-structured, individual interviews, conducted at the local community centre. The interviews were digitally voice-recorded and transcribed for data analysis. After a thematic analysis was performed, a consensus discussion was held with supervisors. Field notes were kept, and observations noted, all of which contributed to rich in-depth data. Masters

MEd (Special needs education), North-West University, Potchefstroom Campus In the current curriculum of the South African Department of Education's Curriculum Assessment Policy Statements (CAPS), handwriting is a prescribed activity in the subject Home Language. The policy document states that, before teaching handwriting to Grade 1 learners, a pre-writing programme should be followed. Although the guidelines are provided in the CAPS document for time allocation of handwriting instruction, an actual pre-writing programme does not exist. It is left to the discretion of the teachers in the Foundation Phase of a learner's school career. Should early childhood teachers have insufficient training and pedagogical knowledge, they would not be able to deliver quality teaching. According to the 2011 UNESCO report, only 50% of pre-primary school teachers are qualified and 80% of primary school teachers are qualified. This study implemented a qualitative approach, as it would allow for optimal data collection. Data were collected during focus group discussions. The teachers provided evidence from the written work of ten learners who had been identified by eight Grade 1 teachers as experiencing challenges with pre-handwriting skills. With a vast amount of young learners experiencing pre-handwriting challenges and not having access to occupational therapy services, it is essential that teachers are made aware of the skills needed for handwriting, as identified in this research project, to enable them to assist the struggling learners in their care. This research has shown that in order to successfully acquire handwriting, the following skills are necessary: fine motor skills, problem solving skills, proper pencil grip, the right writing tools, visual memory, correct letter formation, midline crossing ability, and a sufficient sense of direction and space; all of which can be enhanced through intensified training of teachers for Grade R. Furthermore, proper exercises to correct low muscle tone and ensure reversals are necessary, while the proper seating position can be ensured by having the correct furniture size. These areas of concern can now be used to compile a pre-handwriting programme in order to fill the gap in the CAPS policy document. Masters