Erasmus, Stephanus Johannes Frederick
AFRIKAANSE OPSOMMING: Hierdie studie was onderneem om insig te bekom oor hoёrskool leerders met 'n liggaamlike gestremdheid se ervaringe. Kwalitatiewe navorsing is gedoen ten einde begrip en insig te ontwikkel omtrent die kernaspekte ter bevordering van effektiewe insluiting van adolessente met 'n liggaamlike gestremdheid tot die hoofstroomskool. Die narratiewe ondersoek as ontwerp was gepas juis omdat so 'n ontwerp kreatiewe ruimte laat vir die deelnemers om die betekenis wat hulle aan hul lewenservarings heg, te verwoord. Die deelnemers is die geleentheid gebied om in hul eie woorde en op hul eie manier hul storie te vertel van hoe hulle met 'n gestremdheid hoёrskool ervaar. Die primêre metodes van ondersoek was semi-gestruktureerde onderhoude, een fokusgroeponderhoud en die skep van kollages.
Die deelnemers is huidiglik in die adolessensie fase wat hulle op dieselfde emosionele en fisieke ontwikkelingsvlak as hul portuur plaas. Die verskil word gemanifesteer in hoe die adolessente met liggaamlike gestremdhede hulself sien en hoe die reaksies van hulle portuurgroep oor hulle gestremdhede hulle selfbeeld beïnvloed. Beter insig in die realiteit van hul ervarings, hulle gevoelens en uitdagings kan beter ondersteuning aan dié adolessente moontlik maak.
Die proses van data-analise het vyf temas opgelewer, naamlik: skoolkeuse, sosiale lewe, ondersteuning, reaksies op gestremdhede en uitdagings. Die kernaspekte hieraan verbonde berus hoofsaaklik op die houdings en sieninge van die hele skoolgemeenskap, die aanspreek van die uitdagings, die benutting van spesifieke onderwys- en onderrigstrategieё ter bevordering van insluiting en die erkenning van die waarde wat die insluiting van adolessente met liggaamlike gestremdhede tot hoofstroom-onderwys toevoeg.
Die bevindinge dui daarop dat, alhoewel die reaksies op hul gestremdheid meesal negatief is, word die adolessente deur die positiwiteit van 'n minderheid aangemoedig om uitdagings te oorbrug. Negatiewe ervarings sluit in strukturele
uitdagings, gevoelens van hartseer, eensaamheid, uitsluiting, verwerping, frustrasie, onvergenoegheid, angstigheid en geїrriteerdheid. Positiewe ervarings sluit in vaardighede, bekwaamheid, talente, interafhanklikheid, volhoubare ondersteuning en vriendskappe sowel as geleenthede vir interaksie met hulle portuurgroep, veral die van die teenoorgestelde geslag. Die studie het ook leemtes uitgewys in terme van die onvermoё van die onderwysowerheid om hulle insluiting in die hoofstroom te fasiliteer by wyse van infrastruktuur sowel as bewusmakingsveldtogte en die daarstelling van programme om adolessente met 'n liggaamlike gestremdheid te ondersteun. ENGLISH ABSTRACT: This study was undertaken to acquire insight into the experiences of high school learners with a physical disability. Qualitative research methods were used to develop understanding and insight with regard to core aspects which promotes effective inclusion of adolescents with a physical disability into mainstream. The narrative approach as research design was appropriate especially as this research design allows the participants greater creativity to express in words the meaning of their lived experiences. The participants were offered the opportunity to tell their stories in their own words and in their own way of how they experience high school with a disability. The primary methods of research were semi-structured interviews, one focus group interview and the creation of collages.
The participants are currently in the phase of adolescence which places them on the same level of emotional and physical development as their peers. The difference manifests itself in the way that adolescents with a physical disability see themselves and how the reactions of their peers towards their disabilities influence their self-image. Enhanced insight into the reality of the experiences, feelings and challenges of adolescents with disabilities can lead to improved support.
The process of data analysis has yielded five themes, namely: school selection, social life, support, reactions towards disabilities and challenges. Important aspects related to these themes are based mainly on the attitudes and views of the whole school community; the way in which challenges are addressed; the utilization of specific education and teaching strategies to improve inclusion and the acknowledgement of the value of inclusion that adolescents with physical disabilities add to mainstream education.
The findings indicated that, although the reactions towards their disability are mostly negative, these adolescents are being driven to overcome their challenges through the positivity of a minority. Negative experiences include: structural challenges, feelings of sadness, loneliness, exclusion, rejection, frustration, not being good enough, anxiety and irritability. Positive experiences include: skills, competencies, talents, interdependency, sustainable support and friendships, as well as
opportunities for interaction with their peers especially those of the opposite sex. The study also indicated shortcomings in terms of the inability of the education authority to facilitate their inclusion into mainstream with regard to infrastructure, as well as awareness campaigns and the introduction of programmes to support adolescents with a physical disability. Description:
Bibliography Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2010. Please cite this item using this persistent URL:
Masters Degrees (Educational Psychology)