Show simple item record

dc.contributor.advisor Cherian, L. Siewe, Cynthia Numbisi
dc.contributor.other Kibirige, I. 2013-05-02T13:06:26Z 2013-05-02T13:06:26Z 2012
dc.description Thesis (M.ED. (Educational Psychology)) -- University of Limpopo, 2012 en_US
dc.description.abstract The purpose of this study was to compare the perceptions of three groups of parents; parents with special needs children in regular schools (n=16), parents with special needs children in special schools (n=16) and parents with special needs children not enrolled in either regular or special schools (n =18) towards inclusion in Capricorn District. Their perceptions were sought with regards to inclusion in regular schools, general education teacher’s attitude and sociocultural constraints on inclusion. Causal comparative and quantitative design inclusive of administration of structured questionnaire was adopted for this study. From the basic descriptive and inferential statistics [ANOVA and Tukey (HSD) test], there was a significant difference (p < 0.05) in perceptions among the three groups on 59% and 46% of the statements addressing inclusion in regular schools and sociocultural considerations respectively. No significant difference was observed (p > 0.05) on 76% of the statements on teachers’ attitude. Despite certain concerns, the perceptions of parents with SN children in RS (Group 1) were largely in favour of inclusion as opposed to parents with SN children in SS (Group 2) and parents with SN children not enrolled in either RS or SS (Group 3). There was a general consensus by all 3 groups of parents on the negative effects of general education teachers’ attitudes on inclusion. The results further suggested that the sociocultural paradigm as envisaged by parents from Group 3 influenced not only their expectations but also those of others (children without SN, teachers and the community at large) about children with SN. Against this backdrop, a more detailed investigation on the influence of culture on parents’ perception of inclusion is recommended. en_US
dc.format.extent xiii, 133 leaves : ill. en_US
dc.language.iso en en_US
dc.relation.requires Adobe acrobat reader, version 6 en_US
dc.subject Inclusion (Education) en_US
dc.subject Parents' perceptions en_US
dc.subject.lcsh Inclusive education -- South Africa -- Limpopo en_US
dc.subject.lcsh Special education en_US
dc.subject.lcsh Education en_US
dc.title Parents’ perception of inclusion in Capricorn District, Limpopo Province, South Africa en_US
dc.type Thesis en_US

Files in this item

This item appears in the following Collection(s)

Show simple item record

Search ULSpace


My Account