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Die rol van spesiale skole in inklusiewe onderwys

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dc.contributor.advisor Engelbrecht P, Prof en
dc.contributor.author Hall R en
dc.date.accessioned 2016-09-22T08:31:41Z
dc.date.available 2016-09-22T08:31:41Z
dc.date.submitted 1998 en
dc.identifier.uri http://hdl.handle.net/20.500.11892/27885
dc.description.abstract Examines the inclusion of learners with special education needs into mainstream education, from the perspective of special school personnel. The investigation shows that there is a lack of co-operation between special and mainstream education. Special schools can make a contribution to the assessment of learning styles and academic skills, the determining of social and behavioural needs, and the organisation of the multi-disciplinary team around the learner's academic and non-academic needs. Special school personnel can become involved with the training and support of mainstream teachers in dealing with learners with special education needs and can serve as co-operative consultants in various educational situations. Despite their existing skills and knowledge, both mainstream and special teachers do not have the necessary co-operation skills to share their expertise effectively. It appears that special schools must address educational needs offer support to learners, teachers and members of the community in the move towards inclusive education. en
dc.language Afrikaans en
dc.subject Education en
dc.subject Orthopedagogics (including orthodidactics and special education) (from primary to secondary level) (including orthodidactics and special education) (from primary to secondary level) en
dc.title Die rol van spesiale skole in inklusiewe onderwys en
dc.type Doctoral degree en
dc.description.degree DEd en


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