Educators' perception of school remedial education services rendered to pupils in the mainstream of education

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dc.contributor.advisorArcher, Maureenen_ZA
dc.contributor.authorRoberts, Roberten_ZA
dc.date.accessioned2016-02-26T07:19:35Z
dc.date.available2016-02-26T07:19:35Z
dc.date.issued1990en_ZA
dc.descriptionBibliography: pages 252-280.en_ZA
dc.description.abstractSpecial Education encompasses a wide field. It is an expensive form of education and is often criticized for its shortcomings. One part of Special Education is remedial teaching for children with learning disabilities. In order to provide good quality services, it is necessary to evaluate what is currently being offered and what is envisaged as desirable for the future. This study focusses on those two factors by examining the perceptions of remedial teaching as held by educators (principals, regular class teachers and remedial teachers themselves) in fifty-two schools of the Department of Education and Culture - House of Representatives (DEC-HR). Current service provisions and the desired role of the remedial teacher are thus examined to determine whether educators perceive these as adequate and desirable. A study of the literature was undertaken and guided by those insights a questionnaire was drawn up. This was distributed to educators and the information was verified and augmented by personal interviews with remedial educators. Three hundred and twenty questionnaires were distributed. The views of principals, regular class teachers and remedial teachers were surveyed in those primary schools served by a remedial teacher. Descriptive statistical analyses were used to arrive at both quantitative and qualitative assessments of the position of Remedial Services in the Department of Education (House of Representatives). The study revealed a strong correspondence between the three groups of educators regarding their perception of remedial services. The author endeavours to illustrate that the lack of consensus about criteria for definition and classification of Learning Disability and consequently Remedial Education, leads to confusion of the role(s) remedial teachers are expected to fulfil. This affects the provision of adequate and effective remedial services to pupils in need of such specialised educational facilities. Results from this study led the author to draw up a proposed structure for Specialised Education, in particular, Remedial Education, in a unitary Education System in South Africa.en_ZA
dc.identifier.apacitationRoberts, R. (1990). <i>Educators' perception of school remedial education services rendered to pupils in the mainstream of education</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/17279en_ZA
dc.identifier.chicagocitationRoberts, Robert. <i>"Educators' perception of school remedial education services rendered to pupils in the mainstream of education."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 1990. http://hdl.handle.net/11427/17279en_ZA
dc.identifier.citationRoberts, R. 1990. Educators' perception of school remedial education services rendered to pupils in the mainstream of education. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Roberts, Robert AB - Special Education encompasses a wide field. It is an expensive form of education and is often criticized for its shortcomings. One part of Special Education is remedial teaching for children with learning disabilities. In order to provide good quality services, it is necessary to evaluate what is currently being offered and what is envisaged as desirable for the future. This study focusses on those two factors by examining the perceptions of remedial teaching as held by educators (principals, regular class teachers and remedial teachers themselves) in fifty-two schools of the Department of Education and Culture - House of Representatives (DEC-HR). Current service provisions and the desired role of the remedial teacher are thus examined to determine whether educators perceive these as adequate and desirable. A study of the literature was undertaken and guided by those insights a questionnaire was drawn up. This was distributed to educators and the information was verified and augmented by personal interviews with remedial educators. Three hundred and twenty questionnaires were distributed. The views of principals, regular class teachers and remedial teachers were surveyed in those primary schools served by a remedial teacher. Descriptive statistical analyses were used to arrive at both quantitative and qualitative assessments of the position of Remedial Services in the Department of Education (House of Representatives). The study revealed a strong correspondence between the three groups of educators regarding their perception of remedial services. The author endeavours to illustrate that the lack of consensus about criteria for definition and classification of Learning Disability and consequently Remedial Education, leads to confusion of the role(s) remedial teachers are expected to fulfil. This affects the provision of adequate and effective remedial services to pupils in need of such specialised educational facilities. Results from this study led the author to draw up a proposed structure for Specialised Education, in particular, Remedial Education, in a unitary Education System in South Africa. DA - 1990 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 1990 T1 - Educators' perception of school remedial education services rendered to pupils in the mainstream of education TI - Educators' perception of school remedial education services rendered to pupils in the mainstream of education UR - http://hdl.handle.net/11427/17279 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/17279
dc.identifier.vancouvercitationRoberts R. Educators' perception of school remedial education services rendered to pupils in the mainstream of education. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 1990 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/17279en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentSchool of Educationen_ZA
dc.publisher.facultyFaculty of Humanitiesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherRemedial teachingen_ZA
dc.subject.otherRemedial teaching - South Africaen_ZA
dc.subject.otherLearning disabled children - Education - South Africaen_ZA
dc.subject.otherMainstreaming in education - South Africaen_ZA
dc.titleEducators' perception of school remedial education services rendered to pupils in the mainstream of educationen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMEden_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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